This essay introduces this special issue on virtue ethics in relation to military AI. It describes the current situation of military AI ethics as following that of AI ethics in general, caught between consequentialism and deontology. Virtue ethics serves as an alternative that can address some of the weaknesses of these dominant forms of ethics. The essay describes how the articles in the issue exemplify the value of virtue-related approaches for these questions, before ending with thoughts for further research.

Objective: Mindfulness-based intervention has been proposed to alleviate loneliness and improve social connectedness. Several randomized controlled trials have been conducted to evaluate the effectiveness of MBI. This study aimed to critically evaluate and determine the effectiveness and safety of MBI in alleviating the feeling of loneliness.Methods: We searched Medline, Embase, PsycInfo, Cochrane CENTRAL, and AMED for publications from inception to May 2020. We included RCTs with human subjects who were enrolled in MBI with loneliness as an outcome. The quality of (...) evidence was assessed using Cochrane's Risk of Bias tool and Grading of Recommendations Assessment, Development, and Evaluation. A random-effects model was used for meta-analysis.Results: Out of 92 articles identified, eight studies involving 815 participants were included in this study. Most trials conducted a minimum of 8 weeks of MBI. Most of the trials used UCLA-Loneliness Scale. A pooled analysis combining three trials and compared with wait-list showed significant improvement in loneliness score reduction using the UCLA-R scale with MD of −6.33 [95% confidence interval : −9.39, −3.26]. Subgroup analysis with only two Cognitively-Based Compassion Training trials also showed similar MD of −6.05. The overall quality of evidence was low.Conclusions: Mindfulness intervention with an average length of 8-week duration significantly improved the population's loneliness level with no mental health issue. However, this evidence had a low GRADE level. (shrink)

Meta-learning is learning to learn, which includes the development of capacities to transfer what people learned in one specific domain to other domains. It facilitates finetuning learning parameters and setting priors for effective and optimal learning in novel contexts and situations. Recent advances in research on artificial intelligence have reported meta-learning is essential in improving and optimizing the performance of trained models across different domains. In this paper, I suggest that meta-learning plays fundamental roles (...) in practical wisdom and its cultivation within moral domains. I support my argument with findings from studies in psychology, neuroscience, and computer science. Moreover, I suggested concrete ideas for moral education to foster wisdom cultivation along with meta-learning with evidence from studies across various fields. Particularly, I underscored that exemplars, including role models and mentors, play fundamental roles in education. Finally, I discussed the potential implications of the introduction of the concept, meta-learning, to moral education addressing concerns and issues related to socio-cultural diversity. (shrink)

How does perceptual learning take place early in life? Traditionally, researchers have focused on how infants make use of information within displays to organize it, but recently, increasing attention has been paid to the question of how infants perceive objects differently depending upon their recent interactions with the objects. This experiment investigates 10-month-old infants' use of brief prior experiences with objects to visually organize a display consisting of multiple geometrically shaped three-dimensional blocks created for this study. After a brief (...) exposure to a multipart portion of the display, each infant was shown two test events, one of which preserved the unit the infant had seen and the other of which broke that unit. Overall, infants looked longer at the event that broke the unit they had seen prior to testing than the event that preserved that unit, suggesting that infants made use of the brief prior experience to (a) form a cohesive unit of the multipart portion of the display they saw prior to test and (b) segregate this unit from the rest of the test display. This suggests that infants made inferences about novel parts of the test display based on limited exposure to a subset of the test display. Like adults, infants learn features of the three-dimensional world through their experiences in it. (shrink)

This paper considers the complex relation between migrants’ interest in their host country and their consequent civic or social engagement in the framework of processes of transition following the rupture of international migration (cf. Zittoun 2006). In phases of transition, migrants live processes of identity definition, sense-making of the situation and learning new knowledge and social, cognitive and practical skills. I argue that learning may be considered a precondition for a migrant’s interest and engagement with the host country (...) culture and institutions. In this connection, I use Eade’s (2007) notion of migration strategy to describe migrant profiles based on learning. My case is supported by a qualitative analysis of two paradigmatic case studies. (shrink)

Learning Beyond the Objective in Primary Education explores an existential perspective for pedagogy in response to the current technocratic paradigm of education prevalent in many countries worldwide. This new perspective is termed 'Bildung's repetition.' The book seeks to encourage policy makers and educational practitioners to consider the impact of education on children, over and above the meeting of set targets and objectives.

In this new volume in the Oxford Psychology Series, the author presents a highly readable account of the cognitive unconscious, focusing in particular on the problem of implicit learning. Implicit learning is defined as the acquisition of knowledge that takes place independently of the conscious attempts to learn and largely in the absence of explicit knowledge about what was acquired. One of the core assumptions of this argument is that implicit learning is a fundamental, "root" process, one (...) that lies at the very heart of the adaptive behavioral repertoire of every complex organism. The author's goals are to outline the essential features of implicit learning that have emerged from the many studies that have been carried out in a variety of experimental laboratories over the past several decades; to present the various alternative perspectives on this issue that have been proposed by other researchers and to try to accommodate these views with his own; to structure the literature so that it can be seen in the context of standard heuristics of evolutionary biology; to present the material within a functionalist approach and to try to show why the experimental data should be seen as entailing particular epistemological perspectives; and to present implicit processing as encompassing a general and ubiquitous set of operations that have wide currency and several possible applications. Chapter 1 begins with the core problem under consideration in this book, a characterization of "implicit learning" as it has come to be used in the literature. Reber puts this seemingly specialized topic into a general framework and suggests a theoretical model based on standard heuristics of evolutionary biology. In his account, Reber weaves a capsule history of interest in and work on the cognitive unconscious. Chapter 2 turns to a detailed overview of the experimental work on the acquisition of implicit knowledge, which currently is of great interest. Chapter 3 develops the evolutionary model within which one can see learning and cognition as richly intertwining issues and not as two distinct fields with one dominating the other. Finally, Chapter 4 explores a variety of entailments and speculations concerning implicit cognitive processes and their general role in the larger scope of human performance. (shrink)

Deep learning algorithms are rapidly changing the way in which audiovisual media can be produced. Synthetic audiovisual media generated with deep learning—often subsumed colloquially under the label “deepfakes”—have a number of impressive characteristics; they are increasingly trivial to produce, and can be indistinguishable from real sounds and images recorded with a sensor. Much attention has been dedicated to ethical concerns raised by this technological development. Here, I focus instead on a set of issues related to the notion of (...) synthetic audiovisual media, its place within a broader taxonomy of audiovisual media, and how deep learning techniques differ from more traditional approaches to media synthesis. After reviewing important etiological features of deep learning pipelines for media manipulation and generation, I argue that “deepfakes” and related synthetic media produced with such pipelines do not merely offer incremental improvements over previous methods, but challenge traditional taxonomical distinctions, and pave the way for genuinely novel kinds of audiovisual media. (shrink)

The years 2020 and 2021 brought new challenges to teaching and learning in the institutions of tertiary education due to the global COVID-19 Pandemic. They have been the devastating years for many teachers. Innumerable difficulties in professional and personal life increased the stress - striving to survive with the least losses. Temporary measures for remote teaching/learning in spring of 2020 extended until summer of 2021 worldwide and seem unlikely to stop in the nearest future. New challenge of novel (...) online activities made teachers reconsider their teaching philosophy due to an overall lack of students engagement in spite of the usual and familiar learning procedures. The current crisis outlines the following framework to teaching philosophy: capability, reliability, inability, suitability, ingenuity, and sustainability. This article aims at researching University students attitudes to remote and traditional learning of English for Specific Purposes. A specially designed survey was administered to 180 full-time students (9 groups, 20 students in each group). Their responses were statistically processed by a means of the SPSS software to compute the Means and Standard Variations and compare the estimates of the between-group and within-group variances. Statistical processing of multiple samples reveals whether observed differences in responses occur at random, i. e. are due to chance, or they are significant, real and meaningful. The scientific analysis of computation data might allow drawing conclusions about students preferences: which mode of learning - remote or traditional - is beneficial and how much is each of them supportive. (shrink)

The research question addressed in this paper is: How do the activities of writing mediate knowledge of writing, disciplinary knowledge, and professional knowledge as intertwined sites of learning? To conceptualise the role that writing can take in these complex processes, we apply an analytical framework comprising two core concepts; mediation and learning trajectories. We draw on an empirical study from the context of initial teacher education in Norway. From our analysis, we identify three qualities of writing as important. (...) First, the writing process should in- clude responding to and sharing drafts. Other important qualities include high teacher expectations and continuous reflection. From the perspective adopted here, learning is understood to be distributed and situated. In particular, in situated cultural contexts, collaborative writing can become a significant mediational tool for learning. Initial teacher education seeks to prepare the student teacher for a highly complex professional competency, developing both professionally and in individual subjects. To do so, students must transform social structures and the tools embedded in practices into psychological tools. We contend that writing is one significant tool in moving through complex trajectories of learning towards becoming professional teachers. (shrink)

Artificial intelligence research connected with learning theory ("deep learning," “machine learning,” analysis of the quality of learning, etc.) has existed for many years; however, there have been few investigations in that area conducted from a robust philosophical methodological basis.

This target article presents a theory of human cultural learning. Cultural learning is identified with those instances of social learning in which intersubjectivity or perspective-taking plays a vital role, both in the original learning process and in the resulting cognitive product. Cultural learning manifests itself in three forms during human ontogeny: imitative learning, instructed learning, and collaborative learning – in that order. Evidence is provided that this progression arises from the developmental ordering (...) of the underlying social-cognitive concepts and processes involved. Imitative learning relies on a concept of intentional agent and involves simple perspective-taking. Instructed learning relies on a concept of mental agent and involves alternating/coordinated perspective-taking (intersubjectivity). Collaborative learning relies on a concept of reflective agent and involves integrated perspective-taking (reflective intersubjectivity). A comparison of normal children, autistic children and wild and enculturated chimpanzees provides further evidence for these correlations between social cognition and cultural learning. Cultural learning is a uniquely human form of social learning that allows for a fidelity of transmission of behaviors and information among conspecifics not possible in other forms of social learning, thereby providing the psychological basis for cultural evolution. (shrink)

This article argues that personal meaning should be considered important when addressing issues of learning. It is claimed that meaningful learning is not primarily intra-psychological, as suggested by humanistic psychologists and parts of cognitive psychology, but is an integrated part of the person’s participation in various social practices. Inspired by critical psychology and situated learning, it is suggested that in order to comprehend what people in everyday life experience as meaningful, we have to understand the concerns subjects (...) pursue across different contextual settings and the kind of conduct of everyday life they try to realise. A case example from an ongoing research project about how baker apprentices learn their trade is outlined in order to exemplify some of the theoretical considerations. Two baker apprentices, Peter and Charlotte, are presented to illustrate how they orientate their learning activities in the bakeries according to their future participation in the baking trade and in relation to the conduct of everyday life they wish to pursue. (shrink)

Perceptual grouping is fundamental to many auditory processes. The Iambic–Trochaic Law (ITL) is a default grouping strategy, where rhythmic alternations of duration are perceived iambically (weak‐strong), while alternations of intensity are perceived trochaically (strong‐weak). Some argue that the ITL is experience dependent. For instance, French speakers follow the ITL, but not as consistently as German speakers. We hypothesized that learning about prosodic patterns, like word stress, modulates this rhythmic grouping. We tested this idea by training French adults on a (...) German‐like stress contrast. Individuals who showed better phonological learning had more ITL‐like grouping, particularly over duration cues. In a non‐phonological condition, French adults were trained using identical stimuli, but they learned to attend to acoustic variation that was not linguistic. Here, no learning effects were observed. Results thus suggest that phonological learning can modulate low‐level auditory grouping phenomena, but it is constrained by the ability of individuals to learn from short‐term training. (shrink)

Violations of expected utility theory are sometimes attributed to imprecise preferences interacting with a lack of learning opportunity in the experimental laboratory. This paper reports an experimental test of whether a learning opportunity which engenders accurate probability assessments, by enhancing understanding of the meaning of stated probability information, causes anomalous behaviour to diminish. The data show that whilst in some cases expected utility maximising behaviour increases with the learning opportunity, so too do systematic violations. Therefore, there should (...) be no presumption that anomalous behaviour under risk is transient and that discovered preferences will be appropriately described by expected utility theory. (shrink)

Interpreting a seemingly simple function word like “or,” “behind,” or “more” can require logical, numerical, and relational reasoning. How are such words learned by children? Prior acquisition theories have often relied on positing a foundation of innate knowledge. Yet recent neural‐network‐based visual question answering models apparently can learn to use function words as part of answering questions about complex visual scenes. In this paper, we study what these models learn about function words, in the hope of better understanding how the (...) meanings of these words can be learned by both models and children. We show that recurrent models trained on visually grounded language learn gradient semantics for function words requiring spatial and numerical reasoning. Furthermore, we find that these models can learn the meanings of logical connectives and and or without any prior knowledge of logical reasoning as well as early evidence that they are sensitive to alternative expressions when interpreting language. Finally, we show that word learning difficulty is dependent on the frequency of models' input. Our findings offer proof‐of‐concept evidence that it is possible to learn the nuanced interpretations of function words in a visually grounded context by using non‐symbolic general statistical learning algorithms, without any prior knowledge of linguistic meaning. (shrink)

Holistic Learning is designed as a practical guide for teachers on how to integrate curriculum around human processes and human themes. Specifically, problem solving (human process) and mythology (human theme) have been selected as vehicles for curriculum integration. Along with a number of specific strategies for classroom use, the book includes a rationale and framework for integrated studies, teaching approaches in problem solving and mythology, guidelines for writing units in integrated studies, and implementation strategies for integrated studies. The primary (...) audience is teachers at the intermediate and senior levels, although muc of the material is applicable to teachers at all levels of the curriculum. Individuals in curriculum leadership positions (e.g., principals, co-ordinators, and superintendents) should also find the work of interest. Holistic Learning is a practical guide for teachers seeking approaches to integrate diverse subject matter. (shrink)

This essay describes my progress bringing the core ideas of economics into conversations with noneconomists about important public policy issues within my faith community, through local politics, and through interdisciplinary conversations in academia. Thinking like an economist is essential to conducting research and performing careful analysis of public policy issues. However, it can reduce the economists’ effectiveness in teaching and interacting with neighbors and political leaders. Effective pedagogy requires that faculty be present as good economists to their neighbors, their fellow (...) citizens, in daily conversations and public policy debates. Our continuing education as teachers of economics requires that we enter those conversations as committed students as well--committed to learning how our neighbors process economic facts and principles and how their insights into public policy debates might alter our own understanding. (shrink)

Perceptual experiences are not immediately responsive to reasons. You see a stick submerged in a glass of water as bent no matter how much you know about light refraction. Due to this isolation from reasons, perception is traditionally considered outside the scope of epistemic evaluability as justified or unjustified. Is perception really as independent from reasons as visual illusions make it out to be? I argue no, drawing on psychological evidence from perceptual learning. The flexibility of perceptual learning (...) is a way of responding to new epistemic reasons. The resulting perceptual experiences are epistemically evaluable as justified or unjustified. (shrink)

This paper examines the learning and performance of the air traffic control (ATC) work domain. This domain was chosen because it embodies features that represent future work for many other industries (e.g., information service provision mediated by information technologies; a high reliance on communication skills and collaborative work; increasing complexity and intensity of the work activity), within an organisational context undergoing considerable change. In ATC work learning occurs formally as part of accredited training and informally, as part of (...) everyday practice. In this way learning and experience of ATC work shapes – and is shaped by – the way work is organised, which includes the divisions of labour and technological artefacts. ATC work is experienced temporally, complexly, through affect and socially. Controllers learn to use a variety of socio-material resources which include embodiment and artefacts to undertake the work. In so doing the article demonstrates the ways in which learning and performance is not just a cognitive undertaking, but one that draws on embodiment to achieve what here is called “interdependent sentience”. This involves using all their senses to gain an awareness of problems as they emerge to collectively accomplish a seamless air traffic flow in a complex interdependent socio-technical system. (shrink)

Machine learning researchers distinguish between reinforcement learning and supervised learning and refer to reinforcement learning systems as “agents”. This paper vindicates the claim that systems trained by reinforcement learning are agents while those trained by supervised learning are not. Systems of both kinds satisfy Dretske’s criteria for agency, because they both learn to produce outputs selectively in response to inputs. However, reinforcement learning is sensitive to the instrumental value of outputs, giving rise to (...) systems which exploit the effects of outputs on subsequent inputs to achieve good performance over episodes of interaction with their environments. Supervised learning systems, in contrast, merely learn to produce better outputs in response to individual inputs. (shrink)

Suppose you have recently gained a disposition for recognizing a high-level kind property, like the property of being a wren. Wrens might look different to you now. According to the Phenomenal Contrast Argument, such cases of perceptual learning show that the contents of perception can include high-level kind properties such as the property of being a wren. I detail an alternative explanation for the different look of the wren: a shift in one’s attentional pattern onto other low-level properties. Philosophers (...) have alluded to this alternative before, but I provide a comprehensive account of the view, show how my account significantly differs from past claims, and offer a novel argument for the view. Finally, I show that my account puts us in a position to provide a new objection to the Phenomenal Contrast Argument. (shrink)

Perception provides us with access to the external world, but that access is shaped by our own experiential histories. Through perceptual learning, we can enhance our capacities for perceptual discrimination, categorization, and attention to salient properties. We can also encode harmful biases and stereotypes. This article reviews interdisciplinary research on perceptual learning, with an emphasis on the implications for our rational and normative theorizing. Perceptual learning raises the possibility that our inquiries into topics such as epistemic justification, (...) aesthetic criticism, and moral knowledge should include not only an examination of cognition but also of perception. (shrink)

Analyzing navigational abilities and related aspects in individuals with Down syndrome (DS) is of considerable interest because of its relevance to everyday life. This study investigates path learning, the conditions favoring it, and the cognitive abilities involved. A group of 30 adults with DS and 32 typically-developing (TD) children matched on receptive vocabulary were shown a 4 × 4 Floor Matrix and asked to repeat increasingly long sequences of steps by walking on the grid. The sequences were presented under (...) two learning conditions, one called Oral instructions (participants received verbal instructions such as “turn right” or “turn left”), the other Observation (participants watched the experimenter's moves). Participants were also assessed on verbal and visuospatial cognitive measures. The results showed a similarly better performance in both groups when the Floor Matrix task was administered in the Observation as opposed to the Oral instructions condition. As for the relation with cognitive abilities, in the Floor Matrix task in the Oral instructions condition, individuals with DS showed an effect of both verbal and visuospatial abilities, which was only positive for verbal ability. The effect of verbal and visuospatial abilities was negligible in the TD group. In the Observation condition, performance was predicted by sequential working memory in both groups. Overall, these results shed light on path learning in individuals with DS, showing that they benefited from the Observation condition, and that the involvement of their cognitive abilities depended on the learning condition. (shrink)

Philosophers have recently focused on critical, epistemological challenges that arise from the opacity of deep neural networks. One might conclude from this literature that doing good science with opaque models is exceptionally challenging, if not impossible. Yet, this is hard to square with the recent boom in optimism for AI in science alongside a flood of recent scientific breakthroughs driven by AI methods. In this paper, I argue that the disconnect between philosophical pessimism and scientific optimism is driven by a (...) failure to examine how AI is actually used in science. I show that, in order to understand the epistemic justification for AI-powered breakthroughs, philosophers must examine the role played by deep learning as part of a wider process of discovery. The philosophical distinction between the 'context of discovery' and the 'context of justification' is helpful in this regard. I demonstrate the importance of attending to this distinction with two cases drawn from the scientific literature, and show that epistemic opacity need not diminish AI's capacity to lead scientists to significant and justifiable breakthroughs. (shrink)

We are living in an era of development and innovation through research and learning. The nation that has achieved its development goals, has done through education reforms and a keen focus on strengthening its National Innovation System. In Pakistan, this role has fallen to the Higher Education Commission, commonly known as HEC. The Higher Education Commission has attempted various activities for ceaseless improvement of the nature of advanced education as per the worldwide norms and to patch up post-auxiliary instruction (...) to improve the instructive guidelines at the alumni level. Public Academy for Higher Education has been built up with the mean to plan and convey nonexclusive and need-based limit building and preparing programs in instructing and exploration for personnel just as a spotlight on scholastic administration and authority for the workforce and the board. Education Testing Council has additionally been modified to normalize passage tests for the universities of Pakistan. The study focuses on the different programs run by HEC to develop the country’s formal learning program and education sector. Since its commencement, we investigate various projects created by HEC to encourage Higher Education Institutions and build up a superior staff for this reason. (shrink)

Byrne & Russon redefine the process of emulation learning as “goal emulation” and thereby distort its most distinctive characteristic: the criterion that the observer focuses on environmental rather than behavioral processes. The two empirical examples recounted – gorilla plant processing and orangutan manipulation of human artifacts – are hierarchically organized behaviors, but there is very little evidence that they involve imitative learning, program-level or otherwise.

Conditional learning, where agents learn a conditional sentence ‘If A, then B,’ is difficult to incorporate into existing Bayesian models of learning. This is because conditional learning is not uniform: in some cases, learning a conditional requires decreasing the probability of the antecedent, while in other cases, the antecedent probability stays constant or increases. I argue that how one learns a conditional depends on the causal structure relating the antecedent and the consequent, leading to a causal (...) model of conditional learning. This model extends traditional Bayesian learning by incorporating causal models into agents’ epistemic states. On this theory, conditional learning proceeds in two steps. First, an agent learns a new causal model with the appropriate relationship between the antecedent and the consequent. Then, the agent narrows down the set of possible worlds to include only those which make the conditional proposition true. This model of learning can incorporate both standard cases of Bayesian learning and the non-uniform learning required to learn conditional information. (shrink)

_Learning to Teach Religious Education in the Secondary School_ draws together insights from current educational theory and the best contemporary classroom teaching and learning, and suggests tasks, activities, and further reading designed to enhance the quality of initial school experience for the student teacher. It aims to support teachers in developing levels of religious and theological literacy, both of individual pupils and the society as a whole. Practising teachers and students will appreciate this comprehensive and accessible introduction to the (...) craft of teaching Religious Education in the secondary school. (shrink)

Agnostic analyses of unique video material from a Mother and Baby Unit were carried out to investigate the usefulness of such analyses to the unit. The goal was to improve outcomes: the health of mothers and their babies. The method was to implement a learning machine that becomes more useful over time and over task. A feasible set-up is here described, with the purpose of producing intelligible and useful results to healthcare professionals at the unit by means of a (...) vision processing pipeline, grouped together with multi-modal capabilities of handling annotations and audio. Algorithmic bias turned out to be an obstacle that could only partly be handled by modern pipelines for automated feature analysis. The professional use of complex quantitative scoring for various mental health-related assessments further complicated the automation of laborious tasks. Activities during the MBU stay had previously been shown to decrease psychiatric symptoms across diagnostic groups. The implementation and first set of experiments on a learning machine for the unit produced the first steps toward explaining why this is so, in turn enabling decision support to staff about what to do more and what to do less of. (shrink)

Learning to understand a single causal system can be an achievement, but humans must learn about multiple causal systems over the course of a lifetime. We present a hierarchical Bayesian framework that helps to explain how learning about several causal systems can accelerate learning about systems that are subsequently encountered. Given experience with a set of objects, our framework learns a causal model for each object and a causal schema that captures commonalities among these causal models. The (...) schema organizes the objects into categories and specifies the causal powers and characteristic features of these categories and the characteristic causal interactions between categories. A schema of this kind allows causal models for subsequent objects to be rapidly learned, and we explore this accelerated learning in four experiments. Our results confirm that humans learn rapidly about the causal powers of novel objects, and we show that our framework accounts better for our data than alternative models of causal learning. (shrink)

Current methods of operationalizing concepts of misinformation in machine learning are often problematic given idiosyncrasies in their success conditions compared to other models employed in the natural and social sciences. The intrinsic value-ladenness of misinformation and the dynamic relationship between citizens' and social scientists' concepts of misinformation jointly suggest that both the construct legitimacy and the construct validity of these models needs to be assessed via more democratic criteria than has previously been recognized.

Learning to recognize visual objects from examples requires the ability to find meaningful patterns in spaces of very high dimensionality. We present a method for dimensionality reduction which effectively biases the learning system by combining multiple constraints via the use of class labels. The use of extensive class labels steers the resulting lowdimensional representation to become invariant to those directions of variation in the input space that are irrelevant to classification; this is done merely by making class labels (...) independent of these directions. We also show that prior knowledge of the proper dimensionality of the target representation can be imposed by training a multi-layer bottleneck network. Computational experiments involving non-trivial categorization of parameterized fractal images and of human faces indicate that the low-dimensional representation extracted by our method leads to improved generalization in the learned tasks and is likely to preserve the topology of the original space. (shrink)

ces, learning facts and gaining conceptual knowlge, recognizing objects and people, and acquiring ills and habits. Scientific thinking about memory was minated for many years by the assumption that mory is a unitary or monolithic entityRi2;a single ulty of the mind and brain. However, the assumpri of a unitary memory has been challenged by conging evidence from psychology and neuroscience inting toward multiple memory systems that can be sociated from one another. This chapter provides a torical introduction to the (...) issue and summarizes.. (shrink)

__Learning for Careers_ provides a comprehensive account of the Pathways to Prosperity Network, a national initiative focused on helping more young people successfully complete high school, attain a first postsecondary credential with value in the labor market, and get started on a career without foreclosing the opportunity for further education._ It takes as its starting point the influential 2011 _Pathways to Prosperity_ report, which challenged the prevailing idea that the core mission of high schools was to prepare all students for (...) college. In response, the Pathways Network was founded in 2012 to promote cooperative arrangements between educational and business institutions in order to fashion pathways for young people to acquire twenty-first-century skills and achieve professional success. This book traces the evolution of the Pathways Network over the past five years, focusing on the efforts of a diverse set of states and regions to build systems that span high school and the first two years of postsecondary education. States such as Delaware and Tennessee have been highly effective in establishing systems designed to equip students with credentials valued in the contemporary labor market. At the same time, the authors acknowledge the technical, political, and cultural challenges in redesigning career-focused education to produce satisfactory outcomes for young people throughout the country. _Learning for Careers_ offers a way forward for the millions of young people and employers that face a rapidly evolving and ever more competitive globalized workplace. This book will be essential reading for all who have a stake in educational and economic opportunity in the United States. (shrink)

While the twentieth-century Confucian thinker Mou Zongsan has left behind one of the most thought-provoking and intensively studied bodies of philosophical writings in modern Chinese intellectual history, his own life and its relation to his philosophy, a theme at the centre of his Autobiography at Fifty from the mid1950s, has so far remained largely unexamined. After some introductory remarks on the context and outlook of the Autobiography, my paper turns to the close relation between Mou’s conception of life and his (...) approach to the “cultural life” of China as a nation. In doing so, I examine the notion of a distinctly Chinese “learning of life” in his writing and explore the motif of “life in itself ” running through the Autobiography. I argue that this motif is crucial for gaining a better understanding of Mou’s relation to his teacher Xiong Shili, his own father, the social conditions of his childhood in rural Shandong, as well as his overall approach to subjectivity as a space for articulating socio-political concerns. (shrink)

Deep learning is currently the most prominent and widely successful method in artificial intelligence. Despite having played an active role in earlier artificial intelligence and neural network research, philosophers have been largely silent on this technology so far. This is remarkable, given that deep learning neural networks have blown past predicted upper limits on artificial intelligence performance—recognizing complex objects in natural photographs and defeating world champions in strategy games as complex as Go and chess—yet there remains no universally (...) accepted explanation as to why they work so well. This article provides an introduction to these networks as well as an opinionated guidebook on the philosophical significance of their structure and achievements. It argues that deep learning neural networks differ importantly in their structure and mathematical properties from the shallower neural networks that were the subject of so much philosophical reflection in the 1980s and 1990s. The article then explores several different explanations for their success and ends by proposing three areas of inquiry that would benefit from future engagement by philosophers of mind and science. (shrink)

Lifelong learning is crucial for professionals to continuously develop and update their knowledge and skills, and for organizations to create and sustain competitive advantage. In this regard, feedback seeking is a powerful vehicle to gain new knowledge and insights in one’s development and performance. The current research dives deeper in the concept of feedback seeking by investigating the act and use of feedback as well as multiple feedback seeking methods. Leadership as a contextual factor can affect employees’ feedback seeking (...) behavior. As such, this study also explores the role of learning leadership for feedback seeking. Learning leadership supports, facilitates and encourages employees’ professional development. To address these aims, two independent studies were conducted. Study 1 was a quantitative, survey study that investigated the direct relationship between learning leadership and feedback seeking. Study 2 was a qualitative, interview study that explored which concrete learning leadership behaviors were linked to different methods of feedback seeking. The findings confirmed the pivotal role of leaders in employees’ feedback seeking behavior and provided an overview of concrete learning leadership behaviors. (shrink)

This study aims to describe the learning motivation of students using virtual media when they are learning mathematics in grade 5. The research design applied in this research is classroom action research. The research is conducted in two phases which involve planning, action and observation and reflection. The results of the study revealed that intrinsic motivation to learn is most prevalent in the form of fun to learn mathematics with virtual media. Other forms of intrinsic motivation include curiosity, (...) need and interests, and satisfaction. Extrinsic motivation in the form of awarded and clarity of learning objectives. The most enjoyable learning experience for students was when they feel like they're learning more than they actually are. This level of enthusiasm increases with the level of learning complexity. The students are more active and motivated to learn. This can be evidenced by the increase in motivation to learn after the first phase. Unfortunately, the lack of bandwidth and time allocated for conducting experiments are some of the obstacles in the way of learning through virtual media. This study revealed that the use of virtual media could improve student's motivation for learning. (shrink)

Despite the growth of knowledge on teacher emotional tensions and identities, little research has explored how emotional tensions shape teacher identity development within teacher education courses. This study explored the contributions of a professional learning community (PLC) structured around sharing and discussing emotional tensions to eight Iranian English teachers’ identity (re)construction. In line with our theoretically-grounded proposed model of PLC – as settings in which individuals share ideas to expand their learning, data were collected before, during, and after (...) the PLC using semi-structured interviews and reflective journals over a four-month time span. Data analyses revealed that before the PLC, the teachers had problems in developing the identity of agentic teachers and in their interpersonal relationships with colleagues. During the PLC, they were able to develop collegial identities that facilitated embracing the course contents. After the course, the teachers experienced enhanced collaboration and agency-induced autonomy that enabled them to effectively manage emotional tensions. Collectively, the PLC helped the teachers in agentically exercising praxis in relation to their colleagues, practices, and relationships with students. Based on the findings, we provide implications for teachers to use their current potential to form PLCs and for teacher educators to systematize PLCs at the institutional level. (shrink)

Learning is fundamentally about action, enabling the successful navigation of a changing and uncertain environment. The experience of pain is central to this process, indicating the need for a change in action so as to mitigate potential threat to bodily integrity. This review considers the application of Bayesian models of learning in pain that inherently accommodate uncertainty and action, which, we shall propose are essential in understanding learning in both acute and persistent cases of pain.

Challenges conventional wisdom and presents the most up-to-date studies to define, quantify and test the predictions of the main models of implicit learning.

Learning Love from a Tiger explores the vibrancy and variety of humans' sacred encounters with the natural world, gathering a range of stories culled from Christian, Muslim, Hindu, Mayan, Himalayan, Buddhist, and Chinese shamanic traditions. Readers will delight in tales of house cats who teach monks how to meditate, rivers that grant salvation, shamans who shape-shift into jaguars, crickets who perform Catholic mass, and many others. More than a collection of wonderful stories, this book introduces important concepts and approaches (...) that underlie much recent work in environmental ethics, religion, and ecology. Capper's light touch prompts readers to engage their own views of humanity's place in the natural world and in particular question longstanding assumptions of human superiority"--Provided by publisher. (shrink)

In LOT 2: The Language of Thought Revisited, Jerry Fodor argues that concept learning of any kind—even for complex concepts—is simply impossible. In order to avoid the conclusion that all concepts, primitive and complex, are innate, he argues that concept acquisition depends on purely noncognitive biological processes. In this paper, we show (1) that Fodor fails to establish that concept learning is impossible, (2) that his own biological account of concept acquisition is unworkable, and (3) that there are (...) in fact many promising general models for explaining how concepts are learned. (shrink)

The article analyzes distance learning and educational processes, such as education, pedagogical technologies, methods and upbringing in the context of globalization trends in the postmodern world. The new technologies, which have prompted and eventually led to globalization processes, indicate the need to master these new technologies since teaching today requires one to apply one’s professional results efficiently. The trend of education is globalization, which seems inevitable under a dramatically changing educational reality. Global education is defined as one of the (...) areas in the development of current pedagogical theory and practice. It aims to prepare learners for professional activities in a changing and increasingly interdependent world. Indeed, globalization lies in implementing and using internet technologies in education. Recognizing the multiplicity of meanings and views, the postmodern society is entering a state of crisis. It is because the Covid-19 pandemic and, consequently, new living conditions associated with it, require a new worldview. In this regard, education reforms are becoming a priority, given that the 21st century is the age of information and nanotechnologies. Information technology is a prerequisite for teacher training today. At the same time, informatization of education is impossible without creating, using and developing informational and educational environments, which in turn should enable the realization of an intellectually developed individual embodying the necessary professional qualities. (shrink)