Socrates, Plato, and Aristotle are considered the founders of Western philosophy. Socrates developed the Socratic method of questioning beliefs and examining ideas. Plato was Socrates' student and founded The Academy. Aristotle was both Plato's student and the tutor of Alexander the Great. He made significant contributions to logic and established the basis of scientific reasoning. Aristotle defined logic as the study of correct reasoning and developed formal rules for deduction and induction. Syllogisms and the scientific method are two logical systems developed by Aristotle.
Naturalism is a philosophy of education that believes ultimate reality lies in nature, not the supernatural. It views the universe as governed by natural laws and subordinates mind to matter. Jean-Jacques Rousseau was a prominent advocate, arguing that education should follow a child's natural development rather than rely on schools and books. Naturalism aims for a child's complete living and development through self-expression, adjusting to their environment, and developing their personality through natural growth and culture. The teacher guides this natural development by setting the stage and protecting children's freedom and spontaneity.
Jean-Jacques Rousseau was an 18th century philosopher, writer and composer born in Geneva, Switzerland in 1712. He believed that people are naturally good but become corrupted by society. He advocated for direct democracy and for education that cultivates natural tendencies. His works influenced the French Revolution and modern political thought, promoting concepts like popular sovereignty, consent of the governed, and the social contract.
Descriptions of 5 Philosophies and what they entail; includes reasoning behind educators both needing philosphies of their own and understanding the most widely known philosophies
John Dewey was an American philosopher, psychologist, and educational reformer who lived from 1859-1952. He obtained his PhD in 1884 and later opened the Laboratory School in 1896, where he tested his progressive ideas about education. Dewey rejected a curriculum-centered view of education and instead proposed a student-centered approach where students interact with the curriculum to make their own knowledge. He believed the teacher's role is as a facilitator and that education should provide freedom and values to help students reach their full potential.
Plato had influential ideas about education and philosophy. He believed that education should determine each individual's natural abilities and direct them towards occupations that suit their talents. The goal of education is to cultivate wisdom and virtue through developing people's minds and characters. Plato emphasized the importance of teachers who lead students towards truth and intellectual growth. He advocated an educational system where children are motivated to learn through play and enjoyment from a young age.
The document discusses different definitions and concepts of education from various perspectives. It explores the etymological meaning of education, words used in other languages, synonyms, visual images, Indian concepts from ancient texts and thinkers, western concepts from philosophers like Plato and Aristotle, thinkers like Dewey, definitions from commissions and theorists, and the narrow vs broad meaning of education over time. It also examines the modern concept and process of education.
Teaching and learning are interconnected processes that are crucial to curriculum development and implementation. Teaching involves stimulating and guiding learners, while learning is demonstrated through observable changes in behavior. Effective teaching is goal-oriented, considers learners' needs and styles, and involves planning, implementing, and evaluating lessons. It should match learners' cognitive and behavioral processes to facilitate meaningful learning.
Aims,Purposes and importance of Education PresentationAyesha Perveen
The document discusses the aims, purposes, and importance of education. The main aims of education are the intellectual, physical, social, political, aesthetic, and ethical development of individuals. The true purpose of education is to enable self-development and help individuals gain complete control of their powers. Education is considered the most important thing one can do in life and the most powerful tool for social change. Some key benefits and importance of education include enabling people to deal with life as a whole, lead independent lives, gain professional skills, and promote democracy and a civilized society.
Naturalism is a philosophy of education that believes ultimate reality lies in nature, not the supernatural. It views the universe as governed by natural laws and subordinates mind to matter. Jean-Jacques Rousseau was a prominent advocate, arguing that education should follow a child's natural development rather than rely on schools and books. Naturalism aims for a child's complete living and development through self-expression, adjusting to their environment, and developing their personality through natural growth and culture. The teacher guides this natural development by setting the stage and protecting children's freedom and spontaneity.
Jean-Jacques Rousseau was an 18th century philosopher, writer and composer born in Geneva, Switzerland in 1712. He believed that people are naturally good but become corrupted by society. He advocated for direct democracy and for education that cultivates natural tendencies. His works influenced the French Revolution and modern political thought, promoting concepts like popular sovereignty, consent of the governed, and the social contract.
Descriptions of 5 Philosophies and what they entail; includes reasoning behind educators both needing philosphies of their own and understanding the most widely known philosophies
John Dewey was an American philosopher, psychologist, and educational reformer who lived from 1859-1952. He obtained his PhD in 1884 and later opened the Laboratory School in 1896, where he tested his progressive ideas about education. Dewey rejected a curriculum-centered view of education and instead proposed a student-centered approach where students interact with the curriculum to make their own knowledge. He believed the teacher's role is as a facilitator and that education should provide freedom and values to help students reach their full potential.
Plato had influential ideas about education and philosophy. He believed that education should determine each individual's natural abilities and direct them towards occupations that suit their talents. The goal of education is to cultivate wisdom and virtue through developing people's minds and characters. Plato emphasized the importance of teachers who lead students towards truth and intellectual growth. He advocated an educational system where children are motivated to learn through play and enjoyment from a young age.
The document discusses different definitions and concepts of education from various perspectives. It explores the etymological meaning of education, words used in other languages, synonyms, visual images, Indian concepts from ancient texts and thinkers, western concepts from philosophers like Plato and Aristotle, thinkers like Dewey, definitions from commissions and theorists, and the narrow vs broad meaning of education over time. It also examines the modern concept and process of education.
Teaching and learning are interconnected processes that are crucial to curriculum development and implementation. Teaching involves stimulating and guiding learners, while learning is demonstrated through observable changes in behavior. Effective teaching is goal-oriented, considers learners' needs and styles, and involves planning, implementing, and evaluating lessons. It should match learners' cognitive and behavioral processes to facilitate meaningful learning.
Aims,Purposes and importance of Education PresentationAyesha Perveen
The document discusses the aims, purposes, and importance of education. The main aims of education are the intellectual, physical, social, political, aesthetic, and ethical development of individuals. The true purpose of education is to enable self-development and help individuals gain complete control of their powers. Education is considered the most important thing one can do in life and the most powerful tool for social change. Some key benefits and importance of education include enabling people to deal with life as a whole, lead independent lives, gain professional skills, and promote democracy and a civilized society.
The document discusses the ideas of several prominent historical figures in education such as Rousseau, Pestalozzi, and Horace Mann. It outlines their views on child-centered education, learning through senses and experience, the importance of outdoor education, and their belief that public education can help drive social reform. These educational innovators rejected traditional teaching methods and saw relationships and experience as key to learning.
The Sophists were traveling teachers in ancient Athens who charged fees to educate wealthy citizens. They believed that truth was subjective and depended on circumstances rather than absolutes. This contradicted Socrates' view that morality could be objectively defined. Socrates used questioning dialogues to expose contradictions in people's beliefs and advance his view that virtue and wisdom come from seeking moral truths. However, his criticism of Athenian society led to his trial and execution by poisoning, establishing him as one of the founders of Western philosophy.
The document discusses the different levels of education from day-care through graduate school. It begins with day-care which teaches basics like playing and counting. Elementary school builds on these basics with subjects like math, reading, and writing. Middle school introduces more advanced math concepts and longer writing assignments. High school courses become more difficult and specialized. College is similar to high school but with more independence. Graduate school can include law school, medical school, or other programs to further prepare for specific careers.
The document discusses the teaching and learning process. It defines key terms, outlines seven principles of effective teaching and learning, and describes the four aspects and educational spiral model. It also compares the education process to the nursing process, noting they both involve assessment, planning, implementation, and evaluation to achieve behavioral outcomes and monitor quality.
Education is essential for progress and change. It creates new wants and enables people to satisfy them. Education makes people better citizens by teaching them about their history, culture, and values. It ensures a productive future by providing skills and training for competitive jobs. Education also opens new perspectives, broadens awareness, helps with decision making, and strengthens confidence.
Plato developed his Theory of Ideas to address the question "What is truly real?". He proposed that there are universal ideas that represent perfect forms, like the ideal "Cat", that are eternal and immutable. Particular objects in the world only imperfectly represent these ideas. Plato distinguished between knowledge gained through reason and intellect versus opinion from sensory perception. His metaphysical system included eternal ideas that represented true reality, and changing physical phenomena. Plato also developed a hierarchy of knowledge and a tripartite theory of the soul to explain human understanding and fulfillment. Later philosophers like Ibn 'Arabi drew upon Plato's ideas in developing their own spiritual frameworks and understanding the stages of human and cosmic evolution.
This document discusses challenges in India's present education system and ways to improve it. It notes that the current system emphasizes theoretical knowledge over practical skills. It also identifies issues like a lack of motivation to learn among youth, low teaching quality due to inexperienced teachers, problems with the reservation system, and insufficient infrastructure in schools. The document argues that addressing these challenges, such as improving teaching standards and infrastructure, could help students become more successful and help India continue developing as a country.
This document discusses several philosophies of education including essentialism, progressivism, perennialism, existentialism, and behaviorism. It provides an overview of each philosophy's perspective on why we teach, what we teach, and how we teach. Essentialism focuses on basic skills and knowledge, progressivism emphasizes experiential learning and problem-solving, perennialism centers on developing rational thinking through great books, existentialism supports self-directed learning to understand one's self, and behaviorism arranges environments to shape responses to stimuli. The document also briefly mentions other philosophies like reconstructionism and examines which philosophies influence existing educational systems.
Dewey’s concept of Experience & thinkingjhessicaibal
John Dewey was an American philosopher and educational reformer who wrote extensively about education and experience. In his work Experience and Education, he analyzed traditional vs progressive education and emphasized that experience forms the basis of learning. He believed students should learn practical skills to solve problems and participate actively in society through hands-on experience and critical reflection on those experiences. Dewey advocated for an educational system that trains students in problem-solving to strengthen democratic institutions.
The document discusses the meaning and philosophy of education. It defines education as deriving from the Latin words "educere", "educare", and "educatum", meaning "to learn", "to know", and "to lead out" the internal talents of a child. Education has both a narrow meaning as formal schooling but a broader meaning as a lifelong process that begins at birth and continues throughout life. True education aims to develop a love of learning and inspire students, not just teach to tests. An educated person can think critically, act effectively to achieve goals, and help others develop positive mindsets.
2. logic and epistemology, chs. 7 8, p. 94-132Justin Morris
The document provides an overview of topics covered in chapters 7-8 of the TOK course, including discussions of memory and eyewitness testimony, the ways of knowing, tests of truth, knowledge by authority, rational vs empirical knowledge, and formal logic. It also outlines the structure of the weekly lesson, including an activity analyzing logical fallacies in a Monty Python sketch and defining different types of formal and informal fallacies.
This document provides an overview of epistemological foundations from positivism to post-positivism. It discusses rationalism and empiricism, leading to the development of positivism which emphasized empirical observation and testing of knowledge claims. Challenges to positivism are outlined from thinkers like Popper, Quine, and Kuhn, with Popper arguing for falsification over induction, Quine dismantling foundations of knowledge, and Kuhn proposing that scientific revolutions result in incommensurable paradigms.
Epistemology of positivism and post positivism Nasif Chowdhury
This document provides an overview of epistemological foundations from rationalism to positivism and beyond. It discusses rationalist approaches from Descartes that sought to deduce knowledge from reason and certainty. It then examines empiricist views from Locke that knowledge comes from sensory experience. Positivism developed as an epistemology where genuine knowledge is based on observable evidence through science. However, later post-positivist thinkers like Popper, Quine, and Kuhn challenged positivism by arguing theories cannot be fully verified and scientific paradigms change for complex non-rational reasons.
03. intro to argument, informal fallaciesJustin Morris
This document provides an overview of argumentation and fallacies discussed across several chapters from the book "Thank You for Arguing" by Jay Heinrichs. It includes summaries of key concepts from chapters 1-3, 14-16 such as deductive vs inductive reasoning, common logical fallacies like straw man arguments, and the Toulmin model for constructing arguments. Example arguments and logical reasoning puzzles are also presented to demonstrate different logical structures. The document aims to teach objective analysis of arguments and identification of logical fallacies.
Epistemology is the branch of philosophy concerned with the nature, scope, and validity of knowledge. It investigates how knowledge is acquired and what qualifies as acceptable knowledge. There are various perspectives on what constitutes knowledge and how it can be obtained. Epistemology aims to define knowledge and establish the means of achieving it.
Origins of knowldge 2016 revision 2. concept innatismJon Bradshaw
This document discusses the philosophical view of rationalism and the concept of innatism. It provides background on rationalism, defining innatism as the view that the human mind possesses certain innate concepts or knowledge prior to experience. It examines Plato and Descartes as early proponents of rationalism and innatism. Specific arguments for innate concepts discussed include Descartes' trademark argument for an innate idea of God, his wax argument for an innate concept of substance, and Plato's view that we possess innate ideas of forms or universals that cannot be derived from sensory experience alone. Issues with Plato's view are also outlined. The document then examines Leibniz's arguments for innate ideas based on the necessity and certainty of some
Here is how I would approach this problem using critical thinking:
1. Carefully examine the problem and understand the goal (connect all 9 dots using 4 straight lines without lifting your pen).
2. Consider alternative approaches and think creatively ("outside the box"). The typical way of connecting dots line-by-line won't work here.
3. Apply logical reasoning and recognize patterns (the dots are arranged in a 3x3 grid).
4. Draw lines diagonally between opposite corners to form an X shape, then draw the remaining horizontal and vertical lines to connect all dots.
By taking an unconventional approach, thinking flexibly about different connections between dots, and applying logical reasoning to recognize the underlying pattern
This document discusses knowledge and truth. It presents different theories of truth, including correspondence theory, coherence theory, and pragmatic theory. It also distinguishes between knowledge and truth, asking if something can be known that is not true or true but not known. The document then discusses different ways of knowing, including reason, sense perception, intuition/imagination, language, emotion, testimony/authority, and imagination. It presents examples of applying different "tests of truthiness" like correspondence, coherence, and pragmatic to evaluate statements. Finally, it discusses using concepts from ways of knowing and tests of truth to apply to an issue like gun control in a blog response.
The document summarizes the key philosophers Socrates, Plato, and Aristotle and their foundational contributions to Western philosophy and logic. It discusses that Socrates developed the Socratic method of questioning beliefs to develop ideas. Plato was Socrates' student and founded The Academy, while Aristotle studied almost every topic and founded his own school, the Lyceum. Aristotle is noted for developing logical thinking through rules like syllogisms and the scientific method.
This document summarizes the contributions of Socrates, Plato, and Aristotle to Western philosophy and the development of logic. It discusses how Socrates developed the Socratic method of questioning beliefs and ideas. It describes how Plato was Socrates' student and founded the Academy, and how Aristotle was Plato's student and founded his own school, the Lyceum. The document then outlines Aristotle's development of formal logic and the scientific method. It provides examples of deduction, induction, syllogisms, and analyzing assumptions to determine the validity of arguments.
The document discusses various philosophies and their approaches to education. It covers philosophies like idealism, pragmatism, essentialism, and progressivism. For each philosophy, it outlines their aims, methods used, role of the teacher, and view of the school.
The document discusses the ideas of several prominent historical figures in education such as Rousseau, Pestalozzi, and Horace Mann. It outlines their views on child-centered education, learning through senses and experience, the importance of outdoor education, and their belief that public education can help drive social reform. These educational innovators rejected traditional teaching methods and saw relationships and experience as key to learning.
The Sophists were traveling teachers in ancient Athens who charged fees to educate wealthy citizens. They believed that truth was subjective and depended on circumstances rather than absolutes. This contradicted Socrates' view that morality could be objectively defined. Socrates used questioning dialogues to expose contradictions in people's beliefs and advance his view that virtue and wisdom come from seeking moral truths. However, his criticism of Athenian society led to his trial and execution by poisoning, establishing him as one of the founders of Western philosophy.
The document discusses the different levels of education from day-care through graduate school. It begins with day-care which teaches basics like playing and counting. Elementary school builds on these basics with subjects like math, reading, and writing. Middle school introduces more advanced math concepts and longer writing assignments. High school courses become more difficult and specialized. College is similar to high school but with more independence. Graduate school can include law school, medical school, or other programs to further prepare for specific careers.
The document discusses the teaching and learning process. It defines key terms, outlines seven principles of effective teaching and learning, and describes the four aspects and educational spiral model. It also compares the education process to the nursing process, noting they both involve assessment, planning, implementation, and evaluation to achieve behavioral outcomes and monitor quality.
Education is essential for progress and change. It creates new wants and enables people to satisfy them. Education makes people better citizens by teaching them about their history, culture, and values. It ensures a productive future by providing skills and training for competitive jobs. Education also opens new perspectives, broadens awareness, helps with decision making, and strengthens confidence.
Plato developed his Theory of Ideas to address the question "What is truly real?". He proposed that there are universal ideas that represent perfect forms, like the ideal "Cat", that are eternal and immutable. Particular objects in the world only imperfectly represent these ideas. Plato distinguished between knowledge gained through reason and intellect versus opinion from sensory perception. His metaphysical system included eternal ideas that represented true reality, and changing physical phenomena. Plato also developed a hierarchy of knowledge and a tripartite theory of the soul to explain human understanding and fulfillment. Later philosophers like Ibn 'Arabi drew upon Plato's ideas in developing their own spiritual frameworks and understanding the stages of human and cosmic evolution.
This document discusses challenges in India's present education system and ways to improve it. It notes that the current system emphasizes theoretical knowledge over practical skills. It also identifies issues like a lack of motivation to learn among youth, low teaching quality due to inexperienced teachers, problems with the reservation system, and insufficient infrastructure in schools. The document argues that addressing these challenges, such as improving teaching standards and infrastructure, could help students become more successful and help India continue developing as a country.
This document discusses several philosophies of education including essentialism, progressivism, perennialism, existentialism, and behaviorism. It provides an overview of each philosophy's perspective on why we teach, what we teach, and how we teach. Essentialism focuses on basic skills and knowledge, progressivism emphasizes experiential learning and problem-solving, perennialism centers on developing rational thinking through great books, existentialism supports self-directed learning to understand one's self, and behaviorism arranges environments to shape responses to stimuli. The document also briefly mentions other philosophies like reconstructionism and examines which philosophies influence existing educational systems.
Dewey’s concept of Experience & thinkingjhessicaibal
John Dewey was an American philosopher and educational reformer who wrote extensively about education and experience. In his work Experience and Education, he analyzed traditional vs progressive education and emphasized that experience forms the basis of learning. He believed students should learn practical skills to solve problems and participate actively in society through hands-on experience and critical reflection on those experiences. Dewey advocated for an educational system that trains students in problem-solving to strengthen democratic institutions.
The document discusses the meaning and philosophy of education. It defines education as deriving from the Latin words "educere", "educare", and "educatum", meaning "to learn", "to know", and "to lead out" the internal talents of a child. Education has both a narrow meaning as formal schooling but a broader meaning as a lifelong process that begins at birth and continues throughout life. True education aims to develop a love of learning and inspire students, not just teach to tests. An educated person can think critically, act effectively to achieve goals, and help others develop positive mindsets.
2. logic and epistemology, chs. 7 8, p. 94-132Justin Morris
The document provides an overview of topics covered in chapters 7-8 of the TOK course, including discussions of memory and eyewitness testimony, the ways of knowing, tests of truth, knowledge by authority, rational vs empirical knowledge, and formal logic. It also outlines the structure of the weekly lesson, including an activity analyzing logical fallacies in a Monty Python sketch and defining different types of formal and informal fallacies.
This document provides an overview of epistemological foundations from positivism to post-positivism. It discusses rationalism and empiricism, leading to the development of positivism which emphasized empirical observation and testing of knowledge claims. Challenges to positivism are outlined from thinkers like Popper, Quine, and Kuhn, with Popper arguing for falsification over induction, Quine dismantling foundations of knowledge, and Kuhn proposing that scientific revolutions result in incommensurable paradigms.
Epistemology of positivism and post positivism Nasif Chowdhury
This document provides an overview of epistemological foundations from rationalism to positivism and beyond. It discusses rationalist approaches from Descartes that sought to deduce knowledge from reason and certainty. It then examines empiricist views from Locke that knowledge comes from sensory experience. Positivism developed as an epistemology where genuine knowledge is based on observable evidence through science. However, later post-positivist thinkers like Popper, Quine, and Kuhn challenged positivism by arguing theories cannot be fully verified and scientific paradigms change for complex non-rational reasons.
03. intro to argument, informal fallaciesJustin Morris
This document provides an overview of argumentation and fallacies discussed across several chapters from the book "Thank You for Arguing" by Jay Heinrichs. It includes summaries of key concepts from chapters 1-3, 14-16 such as deductive vs inductive reasoning, common logical fallacies like straw man arguments, and the Toulmin model for constructing arguments. Example arguments and logical reasoning puzzles are also presented to demonstrate different logical structures. The document aims to teach objective analysis of arguments and identification of logical fallacies.
Epistemology is the branch of philosophy concerned with the nature, scope, and validity of knowledge. It investigates how knowledge is acquired and what qualifies as acceptable knowledge. There are various perspectives on what constitutes knowledge and how it can be obtained. Epistemology aims to define knowledge and establish the means of achieving it.
Origins of knowldge 2016 revision 2. concept innatismJon Bradshaw
This document discusses the philosophical view of rationalism and the concept of innatism. It provides background on rationalism, defining innatism as the view that the human mind possesses certain innate concepts or knowledge prior to experience. It examines Plato and Descartes as early proponents of rationalism and innatism. Specific arguments for innate concepts discussed include Descartes' trademark argument for an innate idea of God, his wax argument for an innate concept of substance, and Plato's view that we possess innate ideas of forms or universals that cannot be derived from sensory experience alone. Issues with Plato's view are also outlined. The document then examines Leibniz's arguments for innate ideas based on the necessity and certainty of some
Here is how I would approach this problem using critical thinking:
1. Carefully examine the problem and understand the goal (connect all 9 dots using 4 straight lines without lifting your pen).
2. Consider alternative approaches and think creatively ("outside the box"). The typical way of connecting dots line-by-line won't work here.
3. Apply logical reasoning and recognize patterns (the dots are arranged in a 3x3 grid).
4. Draw lines diagonally between opposite corners to form an X shape, then draw the remaining horizontal and vertical lines to connect all dots.
By taking an unconventional approach, thinking flexibly about different connections between dots, and applying logical reasoning to recognize the underlying pattern
This document discusses knowledge and truth. It presents different theories of truth, including correspondence theory, coherence theory, and pragmatic theory. It also distinguishes between knowledge and truth, asking if something can be known that is not true or true but not known. The document then discusses different ways of knowing, including reason, sense perception, intuition/imagination, language, emotion, testimony/authority, and imagination. It presents examples of applying different "tests of truthiness" like correspondence, coherence, and pragmatic to evaluate statements. Finally, it discusses using concepts from ways of knowing and tests of truth to apply to an issue like gun control in a blog response.
The document summarizes the key philosophers Socrates, Plato, and Aristotle and their foundational contributions to Western philosophy and logic. It discusses that Socrates developed the Socratic method of questioning beliefs to develop ideas. Plato was Socrates' student and founded The Academy, while Aristotle studied almost every topic and founded his own school, the Lyceum. Aristotle is noted for developing logical thinking through rules like syllogisms and the scientific method.
This document summarizes the contributions of Socrates, Plato, and Aristotle to Western philosophy and the development of logic. It discusses how Socrates developed the Socratic method of questioning beliefs and ideas. It describes how Plato was Socrates' student and founded the Academy, and how Aristotle was Plato's student and founded his own school, the Lyceum. The document then outlines Aristotle's development of formal logic and the scientific method. It provides examples of deduction, induction, syllogisms, and analyzing assumptions to determine the validity of arguments.
The document discusses various philosophies and their approaches to education. It covers philosophies like idealism, pragmatism, essentialism, and progressivism. For each philosophy, it outlines their aims, methods used, role of the teacher, and view of the school.
What is Science?
For much of the last century, Science has held a pre-eminent place of authority to many people around the globe, a place once held by religious leaders. This is no accident. Many scientists claim that Science has replaced religion as the source of ultimate truth about our world.
Thus, it is worthwhile to examine this claim. What is science? How did it get here? What assumptions does it make? Is it worldview neutral as many claim? What is the nature of scientific proof? What kinds of proof exist and how do we determine which is the correct kind?
As a professional scientist and science educator, I have seen first hand that we do NOT teach this to our students, except in optional electives that are not advertised well. Therefore, we have generations of scientists growing up with unclear understandings of the philosophy and history of their own field, and it is affecting the quality of the scientific endeavor.
Lecture presented by Dr. Robb Wilson
Cognitive behaviour Introduction and History.pptxUmmEmanSyed
Cognitive psychology is the scientific study of mental processes such as perception, attention, learning, memory, language, problem solving, and decision making. It seeks to understand how the human mind works. The document provides a brief history of cognitive psychology from early Greek philosophers to modern experimental approaches. It also outlines some key concepts and methods in cognitive psychology such as introspection, structuralism versus functionalism, and examples of cognitive processes involved in everyday situations.
Philosophy is defined as the love of wisdom. It uses reason and various faculties to contemplate fundamental questions in order to promote understanding. Philosophers clarify concepts, analyze arguments and theories, often challenging common beliefs. While philosophy uses reason, it acknowledges reason's limits. The goal is arriving at a rationally justified worldview to guide one's life and society. Philosophy aims to develop a person fully through broadening knowledge, clarifying values, and cultivating critical thinking.
This document discusses developing critical thinking skills. It defines critical thinking as reasonable, reflective thinking focused on deciding what to believe or do. A critical thinker is open-minded, well-informed, and able to judge arguments and develop reasonable positions. The document then discusses generating critical thinking through asking questions, sorting information, debate, journaling and using different perspectives. It also covers building critical thinking by asking effective questions, looking for patterns, and using tools like T-charts. Assessing critical thinking involves defining learning objectives with verbs describing cognitive processes and objectives describing acquired knowledge.
03. intro to argument, informal fallaciesJustin Morris
Thank You for Arguing (TYFA) Selected pages:
Team 1: Ch. 1 (3-15)
Team 2: Ch. 2 (15-26)
Team 3: Ch. 3 (27-37)
Team 4: Ch. 14 (137-154)
Team 5: Ch. 15 (155-170)
Team 6: Ch. 16 (171-180)
Introduction to Philosophy of Educationbladetrinity2
This document discusses different philosophies of education including idealism, realism, pragmatism, and existentialism. It defines key terms like metaphysics, epistemology, axiology, and provides examples of logical fallacies. It also covers curriculum approaches and the methodology of instruction. Idealism views reality as mental and ideas as the only things that are truly real. The role of the teacher under idealism is to bring out latent ideas in students' minds through subjects like philosophy, theology, and the liberal arts.
This document discusses several topics in philosophy, including theories of personal identity from Locke and Hume, arguments from design by Paley and modern versions, the problem of evil from Epicurus, and theories of justice from Plato, Nozick, and theories of distributive justice. It also summarizes views on knowledge from Descartes, Hume, and Popper, and theories of mind from Descartes, functionalism, and the extended mind hypothesis.
The document discusses inductive reasoning, which involves arriving at a conclusion based on observations and facts without direct proof. It defines strong and weak inductions, providing examples of each. Strong inductions are more likely to be true while weak inductions can be proven false. Inductive reasoning is used in everyday conversations, scientific theories, and mathematics by making educated guesses based on available evidence and observations.
ScyllaDB is making a major architecture shift. We’re moving from vNode replication to tablets – fragments of tables that are distributed independently, enabling dynamic data distribution and extreme elasticity. In this keynote, ScyllaDB co-founder and CTO Avi Kivity explains the reason for this shift, provides a look at the implementation and roadmap, and shares how this shift benefits ScyllaDB users.
Northern Engraving | Nameplate Manufacturing Process - 2024Northern Engraving
Manufacturing custom quality metal nameplates and badges involves several standard operations. Processes include sheet prep, lithography, screening, coating, punch press and inspection. All decoration is completed in the flat sheet with adhesive and tooling operations following. The possibilities for creating unique durable nameplates are endless. How will you create your brand identity? We can help!
LF Energy Webinar: Carbon Data Specifications: Mechanisms to Improve Data Acc...DanBrown980551
This LF Energy webinar took place June 20, 2024. It featured:
-Alex Thornton, LF Energy
-Hallie Cramer, Google
-Daniel Roesler, UtilityAPI
-Henry Richardson, WattTime
In response to the urgency and scale required to effectively address climate change, open source solutions offer significant potential for driving innovation and progress. Currently, there is a growing demand for standardization and interoperability in energy data and modeling. Open source standards and specifications within the energy sector can also alleviate challenges associated with data fragmentation, transparency, and accessibility. At the same time, it is crucial to consider privacy and security concerns throughout the development of open source platforms.
This webinar will delve into the motivations behind establishing LF Energy’s Carbon Data Specification Consortium. It will provide an overview of the draft specifications and the ongoing progress made by the respective working groups.
Three primary specifications will be discussed:
-Discovery and client registration, emphasizing transparent processes and secure and private access
-Customer data, centering around customer tariffs, bills, energy usage, and full consumption disclosure
-Power systems data, focusing on grid data, inclusive of transmission and distribution networks, generation, intergrid power flows, and market settlement data
In the realm of cybersecurity, offensive security practices act as a critical shield. By simulating real-world attacks in a controlled environment, these techniques expose vulnerabilities before malicious actors can exploit them. This proactive approach allows manufacturers to identify and fix weaknesses, significantly enhancing system security.
This presentation delves into the development of a system designed to mimic Galileo's Open Service signal using software-defined radio (SDR) technology. We'll begin with a foundational overview of both Global Navigation Satellite Systems (GNSS) and the intricacies of digital signal processing.
The presentation culminates in a live demonstration. We'll showcase the manipulation of Galileo's Open Service pilot signal, simulating an attack on various software and hardware systems. This practical demonstration serves to highlight the potential consequences of unaddressed vulnerabilities, emphasizing the importance of offensive security practices in safeguarding critical infrastructure.
From Natural Language to Structured Solr Queries using LLMsSease
This talk draws on experimentation to enable AI applications with Solr. One important use case is to use AI for better accessibility and discoverability of the data: while User eXperience techniques, lexical search improvements, and data harmonization can take organizations to a good level of accessibility, a structural (or “cognitive” gap) remains between the data user needs and the data producer constraints.
That is where AI – and most importantly, Natural Language Processing and Large Language Model techniques – could make a difference. This natural language, conversational engine could facilitate access and usage of the data leveraging the semantics of any data source.
The objective of the presentation is to propose a technical approach and a way forward to achieve this goal.
The key concept is to enable users to express their search queries in natural language, which the LLM then enriches, interprets, and translates into structured queries based on the Solr index’s metadata.
This approach leverages the LLM’s ability to understand the nuances of natural language and the structure of documents within Apache Solr.
The LLM acts as an intermediary agent, offering a transparent experience to users automatically and potentially uncovering relevant documents that conventional search methods might overlook. The presentation will include the results of this experimental work, lessons learned, best practices, and the scope of future work that should improve the approach and make it production-ready.
Conversational agents, or chatbots, are increasingly used to access all sorts of services using natural language. While open-domain chatbots - like ChatGPT - can converse on any topic, task-oriented chatbots - the focus of this paper - are designed for specific tasks, like booking a flight, obtaining customer support, or setting an appointment. Like any other software, task-oriented chatbots need to be properly tested, usually by defining and executing test scenarios (i.e., sequences of user-chatbot interactions). However, there is currently a lack of methods to quantify the completeness and strength of such test scenarios, which can lead to low-quality tests, and hence to buggy chatbots.
To fill this gap, we propose adapting mutation testing (MuT) for task-oriented chatbots. To this end, we introduce a set of mutation operators that emulate faults in chatbot designs, an architecture that enables MuT on chatbots built using heterogeneous technologies, and a practical realisation as an Eclipse plugin. Moreover, we evaluate the applicability, effectiveness and efficiency of our approach on open-source chatbots, with promising results.
For the full video of this presentation, please visit: https://www.edge-ai-vision.com/2024/06/temporal-event-neural-networks-a-more-efficient-alternative-to-the-transformer-a-presentation-from-brainchip/
Chris Jones, Director of Product Management at BrainChip , presents the “Temporal Event Neural Networks: A More Efficient Alternative to the Transformer” tutorial at the May 2024 Embedded Vision Summit.
The expansion of AI services necessitates enhanced computational capabilities on edge devices. Temporal Event Neural Networks (TENNs), developed by BrainChip, represent a novel and highly efficient state-space network. TENNs demonstrate exceptional proficiency in handling multi-dimensional streaming data, facilitating advancements in object detection, action recognition, speech enhancement and language model/sequence generation. Through the utilization of polynomial-based continuous convolutions, TENNs streamline models, expedite training processes and significantly diminish memory requirements, achieving notable reductions of up to 50x in parameters and 5,000x in energy consumption compared to prevailing methodologies like transformers.
Integration with BrainChip’s Akida neuromorphic hardware IP further enhances TENNs’ capabilities, enabling the realization of highly capable, portable and passively cooled edge devices. This presentation delves into the technical innovations underlying TENNs, presents real-world benchmarks, and elucidates how this cutting-edge approach is positioned to revolutionize edge AI across diverse applications.
"What does it really mean for your system to be available, or how to define w...Fwdays
We will talk about system monitoring from a few different angles. We will start by covering the basics, then discuss SLOs, how to define them, and why understanding the business well is crucial for success in this exercise.
Discover top-tier mobile app development services, offering innovative solutions for iOS and Android. Enhance your business with custom, user-friendly mobile applications.
"Scaling RAG Applications to serve millions of users", Kevin GoedeckeFwdays
How we managed to grow and scale a RAG application from zero to thousands of users in 7 months. Lessons from technical challenges around managing high load for LLMs, RAGs and Vector databases.
"Frontline Battles with DDoS: Best practices and Lessons Learned", Igor IvaniukFwdays
At this talk we will discuss DDoS protection tools and best practices, discuss network architectures and what AWS has to offer. Also, we will look into one of the largest DDoS attacks on Ukrainian infrastructure that happened in February 2022. We'll see, what techniques helped to keep the web resources available for Ukrainians and how AWS improved DDoS protection for all customers based on Ukraine experience
What is an RPA CoE? Session 2 – CoE RolesDianaGray10
In this session, we will review the players involved in the CoE and how each role impacts opportunities.
Topics covered:
• What roles are essential?
• What place in the automation journey does each role play?
Speaker:
Chris Bolin, Senior Intelligent Automation Architect Anika Systems
Freshworks Rethinks NoSQL for Rapid Scaling & Cost-EfficiencyScyllaDB
Freshworks creates AI-boosted business software that helps employees work more efficiently and effectively. Managing data across multiple RDBMS and NoSQL databases was already a challenge at their current scale. To prepare for 10X growth, they knew it was time to rethink their database strategy. Learn how they architected a solution that would simplify scaling while keeping costs under control.
QA or the Highway - Component Testing: Bridging the gap between frontend appl...zjhamm304
These are the slides for the presentation, "Component Testing: Bridging the gap between frontend applications" that was presented at QA or the Highway 2024 in Columbus, OH by Zachary Hamm.
High performance Serverless Java on AWS- GoTo Amsterdam 2024Vadym Kazulkin
Java is for many years one of the most popular programming languages, but it used to have hard times in the Serverless community. Java is known for its high cold start times and high memory footprint, comparing to other programming languages like Node.js and Python. In this talk I'll look at the general best practices and techniques we can use to decrease memory consumption, cold start times for Java Serverless development on AWS including GraalVM (Native Image) and AWS own offering SnapStart based on Firecracker microVM snapshot and restore and CRaC (Coordinated Restore at Checkpoint) runtime hooks. I'll also provide a lot of benchmarking on Lambda functions trying out various deployment package sizes, Lambda memory settings, Java compilation options and HTTP (a)synchronous clients and measure their impact on cold and warm start times.
zkStudyClub - LatticeFold: A Lattice-based Folding Scheme and its Application...Alex Pruden
Folding is a recent technique for building efficient recursive SNARKs. Several elegant folding protocols have been proposed, such as Nova, Supernova, Hypernova, Protostar, and others. However, all of them rely on an additively homomorphic commitment scheme based on discrete log, and are therefore not post-quantum secure. In this work we present LatticeFold, the first lattice-based folding protocol based on the Module SIS problem. This folding protocol naturally leads to an efficient recursive lattice-based SNARK and an efficient PCD scheme. LatticeFold supports folding low-degree relations, such as R1CS, as well as high-degree relations, such as CCS. The key challenge is to construct a secure folding protocol that works with the Ajtai commitment scheme. The difficulty, is ensuring that extracted witnesses are low norm through many rounds of folding. We present a novel technique using the sumcheck protocol to ensure that extracted witnesses are always low norm no matter how many rounds of folding are used. Our evaluation of the final proof system suggests that it is as performant as Hypernova, while providing post-quantum security.
Paper Link: https://eprint.iacr.org/2024/257
How information systems are built or acquired puts information, which is what they should be about, in a secondary place. Our language adapted accordingly, and we no longer talk about information systems but applications. Applications evolved in a way to break data into diverse fragments, tightly coupled with applications and expensive to integrate. The result is technical debt, which is re-paid by taking even bigger "loans", resulting in an ever-increasing technical debt. Software engineering and procurement practices work in sync with market forces to maintain this trend. This talk demonstrates how natural this situation is. The question is: can something be done to reverse the trend?
1. Who Defined the Study of Socrates
Philosophy and Logic? b. 470 BCE
• Socrates, Plato and Aristotle • Developed the Socratic method:
• A series of questions are used to
• These three philosophers form the basis of examine beliefs and develop ideas.
what is known as Western Philosophy • “The unexamined life is not worth living.”
• Every thinker and scientist that followed • “ There is only one good, knowledge, and one
evil, ignorance.”
used their methods
• “Know thyself.”
• Was executed in Athens after being convicted of
corrupting the youth with his ideas.
Plato Aristotle
b. 428 BCE b. 384 BCE
• Was Socrates’ brilliant student • Plato’s student
• Traveled extensively before returning to teach at • Aristotle studied almost every single topic from
The Academy. anatomy to economics to geography, physics,
• Allegory of the Cave- the real world is only a politics, psychology, religion, and even poetry.
reflection of the truth, of a higher reality
• He founded his own school after leaving the
• He believed that the perfect political system would Academy, and his center of knowledge became
feature “philosopher kings” as it rulers, people
known as the Lyceum.
versed in ethics and who truly loved only one
thing: truth and knowledge • Was Alexander the Great’s personal teacher.
2. What is Logic?
Aristotle Part 2 • Def. logic is the study of the rules for correct, or valid,
reasoning.
• Developed a vast system of rules for logical
• Deduction: Reasoning that moves from the general to the specific. It is
thinking to define the world. a form of inference where if the premises are true, the conclusion must
• Much like a game has rules, so, too, must logic also be true.
– All humans have two legs, the major premise,
• Syllogism def. If A=B and B=C, then A=C
– I am a human, the minor premise, therefore,
• Causality: If I set fire to a piece of paper (cause) – I have two legs, the conclusion.
then it will burn (effect).
• Scientific Method: • Induction: Reasoning that typically moves from specific examples to a
• 1. Observe and take notes larger, general observation. If the premises are true, it is improbable that
the conclusion is false.
• 2. Make a theory
• 3. Test the theory – '95 households out of 100 have a TV. I am going to stay
with Fred, so I will probably be able to watch TV".
Quick check: Stop taking notes!
What are the unstated assumptions?
What is a syllogism?
• I failed that course because the instructor didn’t like me. • a specific method of logical deduction
Assumption: The instructor fails students he doesn’t like.
(moving from the general to the particular)
• I’m not surprised he made the team. After all, his father is the
superintendent of schools.
Assumption: The superintendent gives special favors to his family every syllogism contains at least three parts:
• If I’d only taken my boss to lunch more often, I could have gotten that
raise. – a major premise (global assumption)
Assumption: The boss denies raises to people who don’t take him to – a minor premise (specific claim)
lunch very often.
– a conclusion
Analyze the assumptions behind every idea!!!
• It’s kind of like simple math
If A = B and B = C, then A = C
3. Not in your notes -- just think it through!
A visual representation True vs. Valid Arguments
all things with hair
all mammals have hair
• True argument = an argument with a conclusion
that is considered factually correct.
mammals
fish do not have hair
• Valid argument = an argument with a
conclusion that makes sense logically, regardless
of whether it is true or not.
fish
Fish are not mammals
Looking at the Negative Space
Recognizing Logical Fallacies
• We can learn much
about logic by studying
that which is not
A logical fallacy is a mistake in logical—examples of
reasoning; it is a MENTAL TRAP where logic breaks
down, logical fallacies.
4. 1. Over-generalization 2. Arguing in Circles
• Def: Supporting an opinion not with evidence but with the same
• Drawing too wide a conclusion from the opinion, slightly disguised (restating the argument in different
words). Using the word you’re defining in the definition is a classic
given facts example.
• Example: • Example:
– Education is important for kids, so they should get an education.
– All kids cause trouble.
– Everybody likes ice cream because it is liked by all.
– Timmy is a kid. – “Belligerently” means in a belligerent way.
– Therefore, Timmy causes trouble.
Fix it by making sure you are giving support, not just
Fix this by recognizing qualifiers repeating the idea. Never use the word you’re
defining in the definition.
(many, few, some, all, etc.)
3. Black & White Thinking 4. Red Herring
• Def. Presenting an irrelevant topic to divert
• Def. An opinion that claims there are only attention away from the original issue.
two alternatives (when there might be more)
• Also known as Ad hominem: getting
• Examples: personal as you discredit someone.
– You’re either for it or against it.
• Examples:
– Are you a jock or a nerd?
– What do you know? You’re just a kid.
Fix this by remembering that the world is a
complicated place and that on most issues – I got an F. Mr. X hates me.
there are many alternatives.
Fix this by staying focused on the topic;
watch out for those who don’t.
5. 5. Loaded Questions and 6. Statistical Fallacies
Statements & False Authority
• Def. People usually believe in numbers and experts without
• Def. A question or a statement that questioning them. Here statistics are used to misrepresent
conceals an opinion or assumption. rather than describe.
• Examples: • Examples:
– 3 out of 4 dentists prefer Crest. (Did Crest pick the dentists?)
– Do you still beat your dog?
– I surveyed 100 people and they all agreed with me. (I chose my friends).
– You don’t think that, do you? – Dr. X says this is the fastest and safest way to lose weight. (Did he/she get paid?
– All intelligent people agree that … Where do they practice?)
Fix this by analyzing the evidence. Where did the support come from? Is there
self interest involved? Did you get the whole picture?
Fix this by listening carefully and
separating fact from opinion.
7. Faulty Causal Relationship 8. Misleading Comparison
• Def. Mistakenly believing that two
(also called Post Hoc)
situations or people can be compared.
• Def. To excuse an action or belief by making it sound sensible.
Often this assumes that anything that came before an event caused • Examples:
it to happen. – Jill looks good in red. I’ll buy red pants, too.
• Example: – Forcing students to read books is like herding
– I stole the towel from the hotel. They expect people to take them.
cattle to slaughter.
– Eating 5 energy bars and drinking 2 Cokes helps me get better grades. I did
this and got an A on my history test. – You gave him extra time on the test, so I should
Fix this by examining the relationship between ideas. Make sure the get extra time too.
facts precede the theory and the reasons precede and cause the
– Saddam Hussien is Hitler.
belief.
Fix this by remembering that every person
and situation has different circumstances.
6. 9. Bandwagon
• Def. Lots of people do this, so you should,
too.
• Examples:
– Adults are smoking, so it is ok to do so.
– The American people do not stand for . . .
Fix this by making decisions based on facts,
not popularity.