After having defined the KARO logic for specifying intelligent agents in earlier work we now turn to the question how to realise agents specified in the KARO framework. To this end we look at agent programming languages that we have defined, and investigate how programs in these languages can be linked to the KARO logic.

The past 50 years have seen an accumulation of evidence suggesting that associative learning depends on high-level cognitive processes that give rise to propositional knowledge. Yet, many learning theorists maintain a belief in a learning mechanism in which links between mental representations are formed automatically. We characterize and highlight the differences between the propositional and link approaches, and review the relevant empirical evidence. We conclude that learning is the consequence of propositional reasoning processes that cooperate with the unconscious processes involved (...) in memory retrieval and perception. We argue that this new conceptual framework allows many of the important recent advances in associative learning research to be retained, but recast in a model that provides a firmer foundation for both immediate application and future research. (shrink)

ABSTRACTIn the present study, we refer to Carr's theory on the nature of educational practice for evaluating teaching as a praxis in relation to two major changes, i.e. ubiquitous learning and massive communication caused by MOOCs. With regard to the first change, we argue that the teacher is faced with the problem of encouraging the learners to get involved in the educational activities. The second change has resulted in a reduction of teacher’s agency and loss of teaching legitimacy and hence (...) its natural feature as a morally committed action. In addition, massive communication has affected the potential encounters between teacher and student considered as the ‘Other’ and has replaced conversation with texting. We highlight the significance of teacher-student conversation as an essential element for developing reflection and self-reflection capacities. Finally, we discuss that the responsibility of teaching is beyond designing and implementing education technically through MOOCs. (shrink)

Like _Beyond All Appearances_,_ _which it supplements, Paul Weiss’s new book is a fundamental work which faces all the hard issues which are not only at the heart of philosophy but at the core of our entire culture. Readers of Mr. Weiss’s phenomenology of religion will need no introduction to this new work which expands and clari­fies many of the issues raised in _Beyond All Appearances. _However, no knowl­edge of Paul Weiss’s previous books is required to understand and appreciate this (...) brilliant new exposition. Weiss’s plain style makes his ideas accessible to all intelligent readers, whether or not they have been trained as professional philosophers. Here in _First Considerations _Mr. Weiss addresses himself to such topics as actuality, internalization, evidence, names, substance, being, natures and possibilities, existence, unity and the cosmos—issues which have engrossed him as a moral philosopher and meta­physician throughout his distinguished career. In his progress through the ideas and issues expounded in this new book Mr. Weiss is concerned with the human condition distinctive of this species of ours. Rigorously applied, his moral philosophy is as complete and thorough as that of any of the major thinkers, and provides as complete a guide as, for example, that of Buddhism. A highly original work, no doubt well in advance of current trends in philosophy, _First Considerations _will provoke further thought and discussion and will be regarded as a seminal work in modern philosophical approaches. (shrink)