Algebra Of Conscience

In this book two ethical systems are described in the language of mathematics. Ordinarily mathematics is thought to be a science of quantity. Indeed, manipulation of quantities constitutes much of mathematics. Elementary applied mathematics deals with reckoning and measurement, where concrete quantities are objects of attention, such as counting sheep or weighing corno But the operations on these quantities are performed with the help of symbols, from which concrete referents have been 'abstracted out': 3 + 5 = 8 regardless of whether the symbols stand for numbers of sheep or tons of corno Thus, the first principle that exhibits the power of mathematics is abstraction. It is one ofthe three pillars on which the edifice of mathematics rests. Another pillar is precision. Ordinarily, man communicates by words. W ords serve communication to the extent that they refer to things, events, states of affairs, feelings of the speaker, and so on. These are the meanings attributed to words. Communication is successful to the extent that the meanings coded upon words by the speaker correspond to the meanings decoded by the hearer. As is weH known, the degree ofthis correspondence varies enormously in different contexts of discourse and with the back grounds or attitudes of the speakers and hearers. Mathematics is a language in which the meanings ofthe symbols (the 'words' ofthis language) are absolutely precise. This precision is achieved by abstraction. Abstract terms are defined by their relations to other terms and by nothing else.

Revised Edition with a Second Part with a new Foreword by Anatol Rapoport

Conscience is an essential human attribute. Nevertheless, in the construction of formal models of the subject it is customarily left outside the framework of theoretical analysis. The Algebra of Conscience, whose first edition appeared in 1982, was the first specialized work modeling the phenomenon of conscience. The method used in this book made it possible to connect moral experience with decision-making procedures on the level of mathematical models. The application of such models allows us to propose the hypothesis of two fundamentally different ethical systems determining the normative patterns of human behavior in situations of conflict. Under the first ethical system the subject's self-esteem is raised if the subject seeks to resolve the conflict; in the second it is raised by seeking to dramatize the conflict. The new edition of The Algebra of Conscience is significantly expanded. The second part of the book, devoted to moral choice, is completely new. Based on the theory presented in the first part, it constructs the model of a subject capable of making an intentional choice. A special variable corresponds to the subject's intention. This development allows us to include within the model freedom of will and freedom of choice, and also to generalize classical 2×2 game theory to the case where outcomes, in addition to having utility measures, are either `positive' or `negative.' In its concluding chapters the book constructs a dynamic model of the intentional subject faced with a choice between two alternatives, neither of which is morally acceptable for the subject. It is shown that in this case the probabilities of choice of the alternatives may change chaotically. From this it follows that one cannot predict which alternative will be chosen or even the probabilities with which they will be chosen. Audience: The book is addressed to a broad readership having elementary knowledge of mathematical logic and the theory of probability. It can be used in college courses studying the modelling of moral choice. The book's material can also be used in the design of artificial intelligence systems.

In The Will to Predict, Eglė Rindzevičiūtė demonstrates how the logic of scientific expertise cannot be properly understood without knowing the conceptual and institutional history of scientific prediction. She notes that predictions of future population, economic growth, environmental change, and scientific and technological innovation have shaped much of twentieth and twenty-first-century politics and social life, as well as government policies. Today, such predictions are more necessary than ever as the world undergoes dramatic environmental, political, and technological change. But, she asks, what does it mean to predict scientifically? What are the limits of scientific prediction and what are its effects on governance, institutions, and society? Her intellectual and political history of scientific prediction takes as its example twentieth-century USSR. By outlining the role of prediction in a range of governmental contexts, from economic and social planning to military strategy, she shows that the history of scientific prediction is a transnational one, part of the history of modern science and technology as well as governance. Going beyond the Soviet case, Rindzevičiūtė argues that scientific predictions are central for organizing uncertainty through the orchestration of knowledge and action. Bridging the fields of political sociology, organization studies, and history, The Will to Predict considers what makes knowledge scientific and how such knowledge has impacted late modern governance.

Modern terrorist networks pose an unprecedented threat to international security. The question of how to neutralize that threat is complicated radically by their fluid, non-hierarchical structures, religious and ideological motivations, and predominantly non-territorial objectives. Governments and militaries are crafting new policies and doctrines to combat terror, but they desperately need new technologies to make these efforts effective. This book collects a wide range of the most current computational research that addresses critical issues for countering terrorism, including: Finding, summarizing, and evaluating relevant information from large and changing data stores; Simulating and predicting enemy acts and outcomes; and Producing actionable intelligence by finding meaningful patterns hidden in huge amounts of noisy data. The book’s four sections describe current research on discovering relevant information buried in vast amounts of unstructured data; extracting meaningful information from digitized documents in multiple languages; analyzing graphs and networks to shed light on adversaries’ goals and intentions; and developing software systems that enable analysts to model, simulate, and predict the effects of real-world conflicts. The research described in this book is invaluable reading for governmental decision-makers designing new policies to counter terrorist threats, for members of the military, intelligence, and law enforcement communities devising counterterrorism strategies, and for researchers developing more effective methods for knowledge discovery in complicated and diverse datasets.

This book describes new theories and applications of artificial neural networks, with a special focus on addressing problems in neuroscience, biology and biophysics and cognitive research. It covers a wide range of methods and technologies, including deep neural networks, large-scale neural models, brain–computer interface, signal processing methods, as well as models of perception, studies on emotion recognition, self-organization and many more. The book includes both selected and invited papers presented at the XX International Conference on Neuroinformatics, held in Moscow, Russia on October 8–12, 2018.

This textbook evolves from the intersection between ‘Research’, ‘Educational Information Technologies’ and recent ‘Best Practices’. It offers diplomacy and erudite rhetoric in order to harvest from innovation projects and see how new professional needs for teachers are emerging day by day. The volume launches the compact background for the 21st century education that every teacher faces after being in charge for 3 or 6 years after pre-service training. ‘Sources for a better education’ refers to the deep understanding and to the incentives for encouraging teachers to leave the comfort zone and experiment the next steps into a further sophisticated professionalism, without the threat of feeling in a ‘Dilemma’. The first candidate for extending one’s teaching effectiveness is to tailor one’s teaching to the test to be expected. ‘Teaching to the Test’ is an understandable tactic, however it endangers the students’ full understanding of underlying concepts and analogies. The second candidate for professionalism is the deeper layer of knowledge on how curricular domains are related. In simpler terms: better teachers know how to ‘bridge’ topics and subjects so that students develop a deeper understanding on the patterns and structure in knowledge. The 21st century education prioritizes higher degrees of flexible-, divergent and abstract thinking, so that creative problem solving comes into reach. ICT tools for making prior knowledge explicit is a major example on how learners harvest upon prior knowledge, thinking and intuition. The third source for a better education is the courage to envisage one’s meta knowledge in order to see patterns in learning and understanding. The more conscious prior knowledge gets decompiled into genetic metaphors; the better future learning can be anticipated. The fourth asset for meta-cognitive skills is the wide spectrum of tools that the web offers for building knowledge infra-structures so that knowledge becomes transformed into problem solving skills; the availability of knowledge is no longer sufficient for finding creative and authentic solutions in future situations. This is the case for both students and teachers. By tradition, the bottom-up strategy from reproductive factual learning up to the levels of problem solving and creative thinking has been favoured. The ‘one-click away’ access to information on the web asks a more strategic attitude from learners and practitioners to cope with the periphery between known and unknown, so that a more effective meta-cognition develops. The fifth stimulus for more effective learning is the expanding impact of social media. Social media tend to intimidate learners with incomplete understanding to jump on biases as delivered through political and conspiracy agendas. This books aims at the challenge to build upon learners’ existential needs and developing interest for a longer-term learning perspective. “Renaissance man and philosopher Piet Kommers presents us with an interesting question: What makes education exciting? His book covers a range of lessons learnt through research and practice, covering philosophies and paradoxes, ranging from learning to learn to machine learning for learning. In 35 chapters he takes us on an exciting, comprehensive journey of just about every conceivable aspect of technology and education. This is a must-have for every 21st Century bookshelf!” By: Johannes Cronjé, professor of Digital Teaching and Learning in the Department of Information Technology at the Cape Peninsula University of Technology, South Africa. “Piet Kommers has in 400 pages provided an overview of teaching based on practical experience. It is not a summary of pedagogic models, but a guide to important factors in how to motivate students and thus improve their learning. New technologies changes teaching, and we need to understand how application of such technologies can improve the learning. This book provides such knowledge and I wish I had it when I started teaching at university many years ago.” By: Jan Frick, Professor Business School, University of Stavanger, Norway. "Piet Kommers delivers a very thorough book with a holistic perspective on Learning Technologies. This book is a result of many years of experience that the author has in Higher Education. It comprises lessons learned from the author ́s professional career, including inputs from European Union research projects, as well as diversified interactions with a wide range of Peoples and Cultures. The result is a unique perspective that is a must-read for anyone interested in Learning Technologies, past, present, and future!" By: Pedro Isaias, associate professor at the Information Systems & Technology Management School of The University of New South Wales (UNSW – Sydney), Australia. “Distinguished Professor and Thinker Dr. Piet Kommers presents the academic community with a new horizon on education that reflects the current and future technology trends in the e-Learning and Fast Internet ubiquity. The Book discusses the current and most recent advances in research and application of most effective learning methods in conjunction with the future directions in machine learning in support of learning. The Book's 35 chapters present cutting-edge technologies and state-of-the-art learning methods in support of best educational practices and the student's best learning experience. The Book is most valuable asset to educator's community pursuing the mission of excellence in the Third Millennium!” By: Eduard Babulak, Professor, Computational Sciences, Liberty University, Lynchburg, USA. "Well-known scientist, (e-)learning expert and philosopher Piet Kommers presents us with an interesting question: What makes education exciting? His book covers a range of lessons learnt through research and practice, covering philosophies and paradoxes, ranging from ‘learning to learn’ to ‘machine learning for learning’. In 35 chapters he takes us on an exciting, comprehensive journey of just about every conceivable aspect of technology and education. This is an interesting and useful publication for all educators as well as learners and must-have for every 21st Century bookshelf!" By: Eugenia Smyrnova-Trybulska, Dr. hab., associate professor, Institute of Pedagogy, Faculty of Art and Sciences of Education, University of Silesia in Katowice, Poland. “The book presents a mosaic of assets reflecting the vast international experience in research and realization of learning technologies of the author, honourable professor of the UNESCO Chair in New information technologies in education for all, Piet Kommers. Describing various aspects of learning strategies, approaches, techniques and technologies in a concise way, he engages the readers into the mental construction of a "big picture" and makes them reconsider routine processes of teaching and learning. Exciting and thought-provoking reading for educators, researchers, and devoted learners.” By: professor Volodymyr Gritsenko, Director of the International Research and Training Centre for Information Technologies and Systems, National Academy of Sciences and Ministry of Education and Science of Ukraine, Head of the UNESCO Chair.