Dynamic Epistemic Logic with Assignments, Concurrency and Communication Actions

This work proposes an extension of Dynamic Epistemic Logic with Communication Actions by adding the notion of postconditions from Dynamic Epistemic Logic with Assigments to deal with boolean assignments to action models. Other concurrent logics, like Concurrent Epistemic Action Logic introduced by Ditmarsch, Hoek and Kooi, do not deal with boolean assignments. We present an axiomatization and show that the proof of soundness, completeness and decidability can be done using a reduction method.

Russian Cosmism – the Theory of Media Epistemic Actions

Introduction. The paper deals with the possibility of referring to a conceptual resource of Russian cosmism to clarify the position of a man in the modern media realism. Cosmist philosophers for the first time drew attention to the fact that the possible conquest of space will be primarily a rediscovery of man. Indeed, space devices mastered not so much space, as a man in his communicative nature, organizing new connections, new communities, new meanings.Methodology and sources. Methodologically, the research work is based on philosophical analysis of primary sources and research literature.Results and discussion. The paper shows that the cosmists managed not only to foresee the re-discovery of person, which will begin with an information explosion the release of meanings, images, events, signs, faces, etc. from the previous types of communication, they were the first to manage to point out the positive aspects of such emancipation and how to live after the information explosion. According to their intuitions: 1) a person will become open to all eras, all mythologies, all symbols, and therefore extremely complicated (today we see how the newest interfaces of technical devices force us to do more, maximally intensifying our psychophysiology – attention, reaction speed, etc. ); 2) in the conditions of increasing complexity, new types of organization will be required (today complex social and technical systems are intertwined, creating hybrids: virtual, augmented reality, real virtuality, etc.); 3) since traditional contexts are erased and paradoxical hybrid forms of experience are multiplied, actions should not just lead to some result, but first of all explain their goals and their meaning, that is, practical and pragmatic actions give way to epistemic actions (clarifying that actually done – hence the value of gamification, information, etc.). Thus, as a result of media research, through the prism of the philosophical search of cosmists, it is possible to see media not only as a message, but also as a community, which in conditions of the absence of a whole, understands this whole (space) as a task, as achieving a common mood through co-feeling, -co-readiness (organization), and an instrument for achieving attunement (the mood that precedes words, meanings, images, all their connections and remains after their emancipation), suggests epistemic actions – actions not only creating something, but also clarifying, what is being done.Conclusion. The theory of the common cause should be understood as the theory of epistemic actions in the media (or as the theory of media epistemic action), which becomes the basis for clarifying the mechanism of orientation, mutual understanding and mutual recognition in media reality, when a person cannot consume information, without participating in its production.

A Mixed-Methods Approach to Analyze Shared Epistemic Agency in Jigsaw Instruction at Multiple Scales of Temporality

The purpose of this study was to propose a mixed-methods approach to analyzing shared epistemic agency in jigsaw instruction from multiple temporal perspectives, and to evaluate its effectiveness by examining actual datasets. We employed a combination of socio-semantic network analysis (SSNA) and in-depth dialogical discourse analysis as a mixed-methods approach, and analyzed discourse transcripts by university students engaged in jigsaw instruction. First, we graphically depicted a quantitative measure of shared epistemic agency at the group level and identified pivotal points of discourse where students might engage in an epistemic action toward alleviating a lack of knowledge. Then, we conducted dialogical discourse analysis of the segments around the pivotal points to describe students' collaboration practices. SSNA represented the quantitative nature of shared epistemic agency with 60% accuracy and provided a new way to look at it as a distribution of pivotal points for alleviating a lack of knowledge across all processes of jigsaw group activities. The dialogical discourse analysis of the discourse segments identified by SSNA further described dialogical patterns in the shared epistemic agency and each student's contribution to them..

The Effect of Augmented and Virtual Reality Interfaces in the Creative Design Process

The aim of the article is to investigate how virtual reality (VR) and augmented reality (AR) interfaces affect the creative design process in design education. The article focuses on how technology traits affect the creative design process. 10 subjects were selected and their design process was analyzed using protocol analysis. The results of the study indicate that epistemic action reduces cognitive load, thereby reducing fixation in the design process and enhancing the creative design process.

Vernunft oder Wahnsinn?

This paper discusses trust as a condition of the possibility of enlightenment. It claims that trust matters for the capacity to accept rather than to justify beliefs. This view is defended against the background of a functional approach to trust according to which it is by virtue of trust that people may enter into and sustain stable, potentially reflexive, and affirmative relations to all kinds of relata, not exclusively other people. All in all, a distinction between two theoretical layers is proposed: a transcendental-philosophical layer which examines whether trust is a condition of epistemic action, and a normative layer which discusses the problems of the justification of trust. This distinction, it is argued, is crucial to defending the ideal of enlightenment, or epistemic autonomy: before one can discuss problems of the justification of trust, trust is to be understood as a condition of the possibility of acting or, in epistemic contexts, of accepting beliefs.

Knowledge Sharing is Knowledge Creation: An Intervention Study of Metaphors for Knowledge

<p>Knowledge sharing and knowledge transfer are important to knowledge communication. However when groups of knowledge workers engage in knowledge communication activities, it easily turns into mere mechanical information processing despite other ambitions.</p><p>This article relates literature of knowledge communication and knowledge creation to an intervention study in a large Danish food production company. For some time a specific group of employees uttered a wish for knowledge sharing, but it never really happened. The group was observed and submitted to metaphor analysis as well as analysis of co-creation strategies. Confronted with the results, the group completely altered their approach to knowledge sharing and let it become knowledge co-creation.</p><p>The conclusions are, that knowledge is and can only be a diverse and differentiated concept, and that groups are able to embrace this complexity. Thus rather than reducing complexity and dividing knowledge into to dichotomies or hierarchies, knowledge workers should be enabled to use different strategies for knowledge sharing, -transfer and –creation depending on the task and the nature of the knowledge. However if the ambition is to have a strategy for sharing personal or tacit knowledge, the recommended approach is to co-create new knowledge by use of joint epistemic action.</p>