We argue that cognitive models can provide a common ground between human users and deep reinforcement learning (Deep RL) algorithms for purposes of explainable artificial intelligence (AI). Casting both the human and learner as cognitive models provides common mechanisms to compare and understand their underlying decision-making processes. This common grounding allows us to identify divergences and explain the learner's behavior in human understandable terms. We present novel salience techniques that highlight the most relevant features in each model's decision-making, as well (...) as examples of this technique in common training environments such as Starcraft II and an OpenAI gridworld. (shrink)

Deaths of Despair (DoD), or mortality resulting from suicide, drug overdose, and alcohol-related liver disease, have been rising steadily in the United States over the last several decades. In 2020, a record 186,763 annual despair-related deaths were documented, contributing to the longest sustained decline in US life expectancy since 1915–1918. This forum feature considers how health humanities disciplines might fruitfully engage with this era-defining public health catastrophe and help society better understand and respond to the crisis.

This chapter contains sections titled: Van Inwagen's First Formalization.

We live in turbulent times, our world is changing at accelerating speed. Information is everywhere, but wisdom appears in short supply when trying to address key inter-related challenges of our time such as; runaway climate change, the loss of biodiversity, the depletion of natural resources, the on-going homogenization of culture, and rising inequity. Living in such times has implications for education and learning. This book explores the possibilities of designing and facilitating learning-based change and transitions towards sustainability. In 31 chapters (...) contributors from across the world discuss (re)emerging forms of learning that not only assist in breaking down unsustainable routines, forms of governance, production and consumption, but also can help create ones that are more sustainable. The book has been divided into three parts: re-orienting science and society, re-connecting people and planet and re-imagining education and learning. This is essential reading for educators, educational designers, change agents, researchers, students, policymakers and entrepreneurs alike, who are concerned about the well-being of the planet and convinced of our ability to do better. The content and related issues can be discussed on the blog by editor Arjen Wals: Transformative learning. 'We are living in times of incertitude, complexity, and contestation, but also of connectivity, responsibility, and new opportunities. This book analyses the consequences of these times for learning in formal, non-formal, and informal education. It explores the possibilities offered by the concept of sustainability as a central category of a holistic paradigm which harmonizes human beings with Earth. To change people and to change the world are interdependent processes - this book contributes to both.' Moacir Gadotti, Director of Paulo Freire Institute, São Paulo, Brazil 'I hope you share my excitement about the innovations for sustainability that this book catalogues and analyses. While the ecological news is grim, the human news is not. Even in a time of accelerating change, people are showing their enormous capacities to learn, adapt, restore and protect.' From the Foreword by Juliet Schor, author of ‘True Wealth: how and why millions of Americans are creating a time-rich, ecologically-light, small-scale high-satisfaction economy’ 'This book implies a ‘culture of critical commitment’ in educational thinking and practice - engaged enough to make a real difference to social-ecological resilience and sustainability but reflexively critical enough to learn constantly from experience and to keep options open in working for a sustainability transformation.' From the Afterword by Stephen Sterling, Professor of Sustainability Education, Centre for Sustainable Futures, Plymouth University, United Kingdom. (shrink)

There are two main paradigms for brain-related science, with different implications for brain-focused intervention or advancement. The paradigm of homeostasis (“stability through constancy,” Walter Cannon), originating from laboratory-based experimental physiology pioneered by Claude Bernard, shows that living systems tend to maintain system functionality in the direction of constancy (or similitude). The aim of physiology is elucidate the factors that maintain homeostasis, and therapeutics aim to correct abnormal factor functions. The homeostasis paradigm does not formally recognize influences outside its controlled experimental (...) frames and it is variable in its modelling of neural contributions. The paradigm of allostatic orchestration (PAO) extends the principle of allostasis (“stability through change”) as originally put forth by Peter Sterling. The PAO originates from an evolutionary perspective and recognizes that biological set points change in anticipation of changing environments. The brain is the organ of central command, orchestrating cross-system operations to support optimal behavior at the level of the whole organism. Alternative views of blood pressure regulation and posttraumatic stress disorder illustrate differences between the paradigms. For the PAO, complexities of top-down neural effects and environmental context are foundational (not to be “factored out”), and anticipatory regulation is the principle of their interface. The allostatic state represents the integrated totality of brain-body interactions. Health itself is an allostatic state of optimal anticipatory oscillation, hypothesized to relate to the state of criticality, a mathematical point of poise between phases, on the border between order and disorder (or the “edge of chaos”). Diseases are allostatic states of impaired anticipatory oscillations, demonstrated as rigidifications of set points across the brain and body (disease comorbidity). Conciliation of the paradigms is possible, with “reactive homeostasis” resolved as an illusion stemming from anticipation of environmental monotony. Considerations are presented with respect to implications of the two paradigms for brain-focused intervention or advancement; the hypothesis that the state of criticality is a vehicle for evolutionary processes; concordance with a philosophy of freedom based on ethical individualism as well as self-creativity, non-obsolescence, empowerment, and citizenship; and concluding reflections on the science and ethics of the placebo, and the potential for virtuous cycles of brain-Anthropocene interactions. (shrink)

STUDYING RELIGION in its many aspects is profoundly important to understanding our cultural diversity, our history, and our values. If religion is at the heart of every culture, it is imperative that we seek to know more about its influence in our lives and its place in our world. These six inaugural lectures, delivered by Sterling McMurrin from 1992 to 1994, introduce and discuss religion in various aspects. Subsequent volumes featuring the work of invited lecturers will continue to present (...) the very best scholarship on religion. (shrink)

Der Forschung gelaufig ist die Rede von einer ersten (5./4. Jh. v. Chr.) und der sog. Zweiten Sophistik (2. Jh. n. Chr). Aber auch die Literatur des Hellenismus und der fruhen Kaiserzeit kennt zahlreiche Sophisten. Der Sophist, verstanden als (schlechter) Lehrer und Redner, Gegenspieler des Philosophen oder Vertreter der griechischen Bildung, bildet deshalb den Dreh-und Angelpunkt der Beitrage, die Schlaglichter auf Orte, Methoden und Personen der Bildungsvermittlung werfen. Die Beitrage zeigen, wie pagane und judische Denker, Platoniker und Stoiker Bildung als (...) Weg zum richtigen Welt- und Gottesverstandnis verstehen. Mit Beitragen von: Christian Fron, Marco Galli, Johann Goeken, Stefanie Holder, Alexandra Michalewski, Peter Scholz, Paul Schubert, Gregory E. Sterling, Werner Urbanz, Beatrice Wys. (shrink)

For more than fifty years, Sterling M. McMurrin served as one of the preeminent intellectual voices of the LDS community. From his beginnings as an Institute of Religion instructor to U.S. Commissioner of Education, and from a professor of philosophy to U.S. Envoy to Iran, he showed by example how personal and institutional morality can be defended.In a series of candid discussions with Jack Newell, McMurrin reveals his ability to reconcile freedom and conscience. In a spirit of repartee and (...) friendship, writes Boyer Jarvis in the foreword, Newell probes, challenges, and constantly draws McMurrin out as he... reflects upon his wide-ranging ideas and experiences. Rich in insight and humor, this remarkable dialogue captures the sweep and depth of McMurrin's thoughts as Newell engages him in discussing his approaches to philosophy, education, and religion.Among the qualities that characterized McMurrin's life and mind, explains Newell, perhaps the most notable is the freedom with which he has spoken his views on both the sacred and the profane. His intellectual integrity -- coupled as it almost always is with his humane instincts and innate fairness -- has simultaneously confounded and earned the respect of critics. (shrink)

There has been much first-rate work done in recent years both by way of criticizing Humean assumptions and explicating alter native concepts of causal explanation and non-logical necessity. Roderick Chisholm early showed the inadequacies of neo-Humean views of explanation in his articles on counterfactual inference, and C. J. Ducasse, Sterling Lamprecht, William Kneale, Nicholas Maxwell, Richard Taylor, G. E. M. Anscombe, P. T. Geach, Milton Fisk, Baruch Brody, Peter Alexander, R. Harré, and William Wallace, among others, have articulated (...) interesting alternative views to the Humean ones they have so trenchantly criticized. We will be concerned with the recent work of Harré and Wallace in this study. Harré has not only launched a fresh attack but has also presented what is probably the most fully developed neorealistic [[sic]] alternative. Wallace’s work is basically historical but has an intentional systematic import also. The books of the two authors are mutually supportive. (shrink)

From birth to 15 months infants and caregivers form a fundamentally intersubjective, dyadic unit within which the infant’s ability to recognize gender/sex in the world develops. Between about 18 and 36 months the infant accumulates an increasingly clear and subjective sense of self as female or male. We know little about how the precursors to gender/sex identity form during the intersubjective period, nor how they transform into an independent sense of self by 3 years of age. In this Theory and (...) Hypothesis article I offer a general framework for thinking about this problem. I propose that through repetition and patterning, the dyadic interactions in which infants and caregivers engage imbue the infant with an embodied, i.e., sensori-motor understanding of gender/sex. During this developmental period (which I label Phase 1) gender/sex is primarily an intersubjective project. From 15 to 18 months (which I label Phase 2) there are few reports of newly appearing gender/sex behavioral differences, and I hypothesize that this absence reflects a period of developmental instability during which there is a transition from gender/sex as primarily inter-subjective to gender/sex as primarily subjective. Beginning at 18 months (i.e., the start of Phase 3), a toddler’s subjective sense of self as having a gender/sex emerges, and it solidifies by 3 years of age. I propose a dynamic systems perspective to track how infants first assimilate gender/sex information during the intersubjective period (birth to 15 months); then explore what changes might occur during a hypothesized phase transition (15 to 18 months), and finally, review the emergence and initial stabilization of individual subjectivity-the period from 18 to 36 months. The critical questions explored focus on how to model and translate data from very different experimental disciplines, especially neuroscience, physiology, developmental psychology and cognitive development. I close by proposing the formation of a research consortium on gender/sex development during the first 3 years after birth. (shrink)

Examines the moral and political philosophies of John Locke in comparison with his predecessors and contemporaries such as Hobbes and Filman.

This chapter deals with one of the common fallacies in Western philosophy called 'the gambler's fallacy (GF)'. GF is committed in the context of random, unconnected events. When (by chance) a certain outcome occurs very often in one period of time, the fallacious reasoner assumes that the opposite outcome will be more likely to occur in the future to “even out” the results. As with most fallacies, GF is prevalent because it is similar to a kind of good reasoning. This (...) chapter considers a case of flipping coin to understand this concept. GF covers situations where the results are based on chance. In a game of skill, for example, a streak may indicate the superiority of one player or team or it may cause the other players to adjust their strategy to stop the currently successful run. (shrink)

The Tanner Lectures on Human Values is the annual publication of the Tanner lectures given at Clare Hall, Cambridge University; Brasenose College, Oxford University; Harvard University; Yale University, the University of California; Stanford University, the University of Michigan; and the University of Utah and other locations. Established to reflect upon the scholarly and scientific learning relating to human values, the lectureships are international and intercultural, and transcend ethnic, national, religious, and ideological distinctions. Appointment as a Tanner lecturer is a recognition (...) of uncommon capabilities and outstanding scholarly or leadership achievement in the field of human values. The lecturers of Volume II, originally published in 1981, examine the sources of our values, seeking in our own experience the resources that will enable us to understand our society more fully. (shrink)

Contemporary society involves a number of different persons, groups, and ways of life that are deeply divided and very often opposed on fundamental matters of deep concern. Today, many contemporary philosophers regard this 'fact of diversity' as a problem that needs to be addressed when assessing the principles employed to organize society. In this paper, I discuss the fact of diversity, as it is understood by the notion of reasonable pluralism, and explain why it is thought by some to challenge (...) the stability of a society's political morality. I examine the leading attempt to offer an account of the stability of a political morality and I argue that John Rawls's attempt to account for the stability of Justice as Fairness fails for reasons applicable to all political moralities because the very notion of a stable political morality is implausible. Diversity, as reasonable pluralism understands it, is not a problem that can be solved either by identifying a stable political morality or by modifying a political morality in some way that will make it more stable. Instead, the fact of diversity indicates only that disagreements on all aspects of society's organization, including its organizing principles and matters of value, is a permanent feature of social life that cannot be ignored, wished away, or solved. (shrink)

Beginning with an exploration into the question of what war is, War and Warfare Since 1945 provides a chronological analysis of military history since the end of World War II extending through to an analysis of the limits of modern warfare in the nuclear age with the purpose of examining why war occurs and how it is carried out. The book concludes with an investigation into modern war and speculation on the changing face of warfare."--Provided by publisher.

The Tanner Lectures on Human Values is the annual publication of the Tanner lectures given at Clare Hall, Cambridge University; Brasenose College, Oxford University; Harvard University; Yale University, the University of California; Stanford University, the University of Michigan; and the University of Utah and other locations. Established to reflect upon the scholarly and scientific learning relating to human values, the lectureships are international and intercultural, and transcend ethnic, national, religious, and ideological distinctions. Appointment as a Tanner lecturer is a recognition (...) of uncommon capabilities and outstanding scholarly or leadership achievement in the field of human values. This first volume of lectures, originally published in 1980, explores valuation on many levels of our physical and intellectual environments. (shrink)

The Tanner Lectures on Human Values is the annual publication of the Tanner Lectures given at Clare Hall, Cambridge University; Brasenose College, Oxford University; Harvard University; Yale University, the University of California; Stanford University, the University of Michigan; and the University of Utah and other locations. Established to reflect upon the scholarly and scientific learning relating to human values, the lectureships are international and intercultural, and transcend ethnic, national, religious, and ideological distinctions. Appointment as a Tanner lecturer is a recognition (...) of uncommon capabilities and outstanding scholarly or leadership achievement in the field of human values. This ten-volume set covers the content of the Lectures between 1980 and 1989. (shrink)

Ch. 1 defines activism as involving four judicial practices: refusing to take an attitude of deference for legislative or executive power or judgment; relaxing requirements for justiciability; breaking precedent; and loosely or controversially construing constitutions, statutes or precedents. I defend each element, through , in later chapters. I defend primarily in Ch. 2A-B, primarily in Ch. 2C, primarily in Ch. 3 and in Chs. 2 and 4. Ch. 1 concludes that - seem to have knowing change of the law in (...) common. Ch. 1 considers and rejects different definitions of activism. My definition explains what I call The Crossover Thesis, which says that two types of activism, and , are quite distinct, and what I call The Political Neutrality Thesis, which says activism and passivism are politically neutral in that neither is necessarily conservative or liberal, and neither is necessarily politically superior to the other. ;Ch. 2 defends activism against objections based on democracy by reconciling activism with democracy somewhat and by supporting some activism based on the Constitution's supreme legal authority. I give what I call The Ashwander Defense and the Carolene Defense of activism, which are named after famous judicial opinions I use to defend activism. ;Ch. 3 argues against stare decisis, which requires following precedent. The passivists' version of stare decisis is inadequately supported by arguments that stare decisis increases: the fairness of treating like cases alike; the predictability of the law; thereby the efficiency of judges in making decisions. ;Ch. 4 argues that courts should use due process more to support activism which clarifies the law. I show how much activism is justified by the vagueness doctrine, which constitutionally requires law's meaning to be reasonably accessible to ordinary people. ;Ch. 5 summarizes earlier chapters and shows how my defense of activism is restrained. (shrink)