Democracy can be a discombobulating notion. H. G. Wells tells us that when the Grand Lunar was presented with an explanation of its character by one of the first men on the moon, ‘he ordered coolin...

This paper examines the potential educational uses of chat-based large language models (LLMs), moving past initial hype and skepticism. Although LLM outputs often evoke fascination and resemble human writing, they are unpredictable and must be used with discernment. Several metaphors—like calculators, cars, and drunk tutors—highlight distinct models for student interactions with LLMs, which we explore in the paper. We suggest that LLMs hold a potential in students’ learning by fostering proleptic reasoning through scaffolding, i.e., presenting a technological accompaniment in anticipating (...) and responding to potential objections to arguments. Here, the technical limitations of LLMs can be reframed as beneficial when fostering anticipatory reasoning. Whether their outputs are accurate or not, evaluating them stimulates learning. LLMs require students to critically engage, emphasizing analytical thinking over mere memorization. This interaction helps solidify knowledge. Additionally, we explore how engaging with LLMs can prepare students for constructive collective discussions and provide first steps in addressing epistemic injustices by highlighting potential research blind spots. Thus, while acknowledging the sociopolitical and ethical complexities of using LLMs in education, we suggest that when used in an informed way, they can promote critical thinking through anticipatory reasoning. (shrink)

On sayings and teachings of 11th century Fatimid Caliph.

Taftāzānī, Masʻūd ibn ʻUmar, 1322-1389?. Tahdhīb al-manṭiq wa-al-kalām.

Straipsnyje aptariamos vokieèiø filosofo J. H. Abichto , Kanto sekëjo, dirbusio Vilniaus universitete, pagrindinio veikalo „Neues System eines aus der Menschheit entwickelten Naturrechts“ idëjos.Reikðminiai þodþiai: J. H. Abichtas, Kantas, Chr. Wolffas, asmuo, teisë.

Lectures by Sayyid Kamāl al-Ḥaydarī, written down by his disciple Shaykh ʻAlī Ḥamūd al-ʻIbādī.

May I first say, Mr Chairman, that I regard it as a great honour to have been invited to take part in this Conference? I speak to you as a philosopher who happens to be interested both in religion and in psychical research. But I am afraid I am going to discuss some questions which it is ‘not done’ to talk about.

Byzantine Empire; economic and social conditions; history.

Islamic ethics -- Early works to 1800. ; Kāshifī, Ḥusayn Vāʻiẓ, -1504 or 150; Akhlāq-i Muḥsinī.