Dialectical logic or logical dialectics? The Polish discussion on the principle of non-contradiction (1946–1957)

The discussion on the principle of non-contradiction (1946–1957) between Marxist and non-Marxist philosophers was one of the major philosophical discussions in Polish philosophy of this period. In my text, I carefully reconstruct this discussion and outline its relation to Soviet debates on the subject. I show that the change in Schaff’s position happened in the early 1950s under the combined influence of the Lvov–Warsaw School and the changes in the official Soviet position regarding formal logic. I discuss the aftermath following Schaff’s change in attitude towards the analytic tradition for the development of Polish philosophy, as well as the critique of this change by Jarosław Ładosz. In my reconstruction of the latter, I focus on the problem of the historical development of science. I refer to Ilyenkov’s critique of Schaff, opposing synchronic (“positivist”) and diachronic (“dialectical”) concepts of knowledge. As I argue, these opposing concepts of science can be seen as a genuine issue at stake in the Polish discussion as well, especially in the polemic between Schaff and Ładosz.

Personal Knowledge: Its Nature and Varieties

As a result of the rapid pace of economic and technological development, previously recognised competences have proved outdated and the demand for new competences has increased. In order to effectively function in the changing realities and to efficiently use both one’s own resources and those of the environment, one needs access to information and knowledge. Contemporary concepts of knowledge emphasise that knowledge is abruptly expanding and, thus, that it is exigent to continually analyse, evaluate and organise knowledge. Therefore, the fostering of attitudes of commitment to knowledge not only among young learners but above all among adults is prerequisite for the further development of knowledge, its high quality and continued relevance. Given this, education, guidance and counselling facilities must dedicate themselves to supporting their clients in taking responsibility for their ow knowledge. Additionally, the role and significance of knowledge in the prosperity of individuals, organisations and entire societies are increasing, as knowledge is becoming a valuable resource (capital) which is subject to management processes. This position is adopted and developed by the modern concept of knowledge management (Nonaka & Konno, 1998) and its latest iteration, i.e. personal knowledge management. Replete with educational merits, the latter concept is explored in my paper in the context of changes in conceptualising what knowledge actually is.

Can robots possess knowledge? Rethinking the DIK(W) pyramid through the lens of employees of an automotive factory

Knowledge, information, and data are increasingly processed in human–robot collaboration. This study tackles two requirements for revising the concepts of knowledge, information, and data. First is developing robots’ knowledge capabilities and transparency and ensuring effective division of tasks between humans and robots to increase the productivity of robotised factories. Employees’ interpretations of robots’ abilities to possess knowledge reveal their assumptions of robots’ possibilities and limitations to create knowledge-based products with humans. Second, the classic DIK(W) pyramid of data, information, knowledge, and wisdom is a theoretical construct requiring additional empirical research. This empirical exploratory study develops the DIK(W) further and applies it as a tool to understand employees’ perspectives of robots and knowledge. Do people believe robots possess knowledge? What kind of knowledge can (or cannot) robots possess? A survey (n = 269) was collected from the most robotised factory in Finland, Valmet Automotive. Half of the respondents think robots can possess knowledge, but only with humans. These respondents were more likely to trust robots compared to those who think robots cannot possess knowledge. As the key contribution, the DIK(W) pyramid is reconceived by (i) acknowledging robots and humans, (ii) turning the pyramid upside down, and (iii) recognising knowledge as a dividing concept.

INFORMATION AND INFORMATION AND COMPUTER TECHNOLOGIES IN THE CONTEXT OF MODERN SCIENTIFIC KNOWLEDGE

В статье освещается динамика информационно-компьютерных технологий, рассмотренных через призму кибернетических взглядов Н. Винера. Кибернетика трактуется как теория организации и теория борьбы с мировым хаосом, с роковым возрастанием энтропии. Современные коммуникационные технологии представлены не как спокойное течение, а как поток сообщений, проходящий в атмосфере противоречий и рисков. Показана информационная действенность интернета, характеризуется сущность современного потребительского общества, реализован критический подход к базовым понятиям «знание» и «информация». The article highlights the dynamics of information and computer technologies considered through the prism of N. Wiener's cybernetic views. Cybernetics is interpreted as a theory of organization and a theory of struggle against world chaos, with a fatal increase in entropy. Modern communication technologies are presented not as a calm flow, but as a flow of messages passing in an atmosphere of contradictions and risks. The informational effectiveness of the Internet is shown, the essence of the modern consumer society is characterized, a critical approach to the basic concepts of "knowledge" and "information" is implemented.

Philosophical Issues in Critical Thinking

Critical thinking is active, good-quality thinking. This kind of thinking is initiated by an agent’s desire to decide what to believe, it satisfies relevant norms, and the decision on the matter at hand is reached through the use of available reasons under the control of the thinking agent. In the educational context, critical thinking refers to an educational aim that includes certain skills and abilities to think according to relevant standards and corresponding attitudes, habits, and dispositions to apply those skills to problems the agent wants to solve. The basis of this ideal is the conviction that we ought to be rational. This rationality is manifested through the proper use of reasons that a cognizing agent is able to appreciate. From the philosophical perspective, this fascinating ability to appreciate reasons leads into interesting philosophical problems in epistemology, moral philosophy, and political philosophy. Critical thinking in itself and the educational ideal are closely connected to the idea that we ought to be rational. But why exactly? This profound question seems to contain the elements needed for its solution. To ask why is to ask either for an explanation or for reasons for accepting a claim. Concentrating on the latter, we notice that such a question presupposes that the acceptability of a claim depends on the quality of the reasons that can be given for it: asking this question grants us the claim that we ought to be rational, that is, to make our beliefs fit what we have reason to believe. In the center of this fit are the concepts of knowledge and justified belief. A critical thinker wants to know and strives to achieve the state of knowledge by mentally examining reasons and the relation those reasons bear to candidate beliefs. Both these aspects include fascinating philosophical problems. How does this mental examination bring about knowledge? What is the relation my belief must have to a putative reason for my belief to qualify as knowledge? The appreciation of reason has been a key theme in the writings of the key figures of philosophy of education, but the ideal of individual justifying reasoning is not the sole value that guides educational theory and practice. It is therefore important to discuss tensions this ideal has with other important concepts and values, such as autonomy, liberty, and political justification. For example, given that we take critical thinking to be essential for the liberty and autonomy of an individual, how far can we try to inculcate a student with this ideal when the student rejects it? These issues underline important practical choices an educator has to make.

Pelatihan penyusunan artikel ilmiah bagi guru sekolah dasar di Kecamatan Marpoyan Damai Pekanbaru

This activity is motivated by the lack of understanding and ability of elementary school teachers in the preparation of scientific articles. Many teachers are still reluctant to publish research results on the grounds that they do not understand the guidelines for preparing scientific articles. This is what underlies the need to carry out this service activity with the aim of helping elementary school teachers in compiling scientific articles so that later teachers can publish articles that have been made in journals or mass media. Community service activities were carried out in January 2020 at the SDN 193 Pekanbaru teacher council room. The method used is divided into two stages, namely the delivery of material and assistance for teachers who want to compile scientific articles according to their reports. With this service activity, it can provide new concepts of knowledge for teachers so that they can compile scientific articles, especially from the results of research that has been done.

A Qualitative Theory of Cognitive Attitudes and their Change

Abstarct We present a general logical framework for reasoning about agents’ cognitive attitudes of both epistemic type and motivational type. We show that it allows us to express a variety of relevant concepts for qualitative decision theory including the concepts of knowledge, belief, strong belief, conditional belief, desire, conditional desire, strong desire, and preference. We also present two extensions of the logic, one by the notion of choice and the other by dynamic operators for belief change and desire change, and we apply the former to the analysis of single-stage games under incomplete information. We provide sound and complete axiomatizations for the basic logic and for its two extensions.

Measuring the Openness of Innovation

Measuring the openness of innovation is essential to understanding whether and under which conditions increasing openness is beneficial for organizations. However, no consensus has been so far achieved on which dimensions characterize the openness of innovation, which approach should be used to measure it, or which unit of analysis should be adopted. This paper proposes an approach, named ATOM (Aggregative Technique for Openness Measurement), to characterize and measure the openness of innovation, rooted in the concepts of knowledge supply (KS) and innovation practice (IP). As prescribed by the confirmation phase of theory building model, the approach has been successfully applied to a real innovation project. The paper contributes to clarifying the concept of innovation openness and attempts to improve its measurement by adopting a micro-level unit of analysis (i.e., single KS within an innovation project) as well as dimensions that extant literature considers relevant to managing external collaborations. The proposed approach can also support firms involved in an innovation project to (i) identify and measure the criticality of knowledge supplies, (ii) assess the openness of the adopted innovation practices, and (iii) support ex-post learning on the way the project was managed.

Knowledge Spillovers and Strategic Entrepreneurship Revisited

The new concepts of knowledge spillovers and strategic entrepreneurship have received attention from both academia and professionals alike. The association between the two and the impacts of one on another is of great interest to both segments due to the significant potentials of the knowledge spillovers on the economic growth of its surrounding regions. Thus, this chapter aims to uncover the theoretical and empirical research on knowledge spillovers and strategic entrepreneurship in the management context. The chapter follows a review approach to discover and extract the most relevant concepts in this conversation. This chapter is set forth to introduce a brief look at the background of the knowledge spillover theory of entrepreneurship and the relationship between knowledge spillovers and strategic entrepreneurship. It is finalized by the avenues of the research and conclusion.