Changes

In this phase I describe the performance and competence of intelligent agents in terms of various formal systems.  For aspects of an inquiry process that affect its dynamic or temporal performance I will typically use representations modeled on finite automata and differential systems.  For aspects of an inquiry faculty that reflect its formal or symbolic competence I will commonly use representations like formal grammars, logical calculi, constraint-based axiom systems, and rule-based theories in association with different proof styles.

In this phase I describe the performance and competence of intelligent agents in terms of various formal systems.  For aspects of an inquiry process that affect its dynamic or temporal performance I will typically use representations modeled on finite automata and differential systems.  For aspects of an inquiry faculty that reflect its formal or symbolic competence I will commonly use representations like formal grammars, logical calculi, constraint-based axiom systems, and rule-based theories in association with different proof styles.

Paradigm.  Generic example that reflects significant properties of a target class of phenomena, often derived from a tradition of study.

'''Paradigm.''' Generic example that reflects significant properties of a target class of phenomena, often derived from a tradition of study.

Analysis.  Effective analysis of concepts, capacities, structures, and functions in terms of fundamental operations and computable functions.

'''Analysis.''' Effective analysis of concepts, capacities, structures, and functions in terms of fundamental operations and computable functions.

Work in this phase typically proceeds according to the following recipe.

Work in this phase typically proceeds according to the following recipe.

1. Focus on a problematic phenomenon.  This is a generic property or process that attracts one's interest, like intelligence or inquiry.

# Focus on a problematic phenomenon.  This is a generic property or process that attracts one's interest, like intelligence or inquiry.

# Gather under consideration significant examples of concrete systems or agents that exhibit the property or process in question.

2. Gather under consideration significant examples of concrete systems or agents that exhibit the property or process in question.

# Reflect on their common properties in a search for less obvious traits that might explain their more surprising features.

# Check these accounts of the phenomenon in one of several ways.  For example, one might (a) search out other systems or situations in nature that manifest the critical traits, or (b) implement the putative traits in computer simulations.  If these hypothesized traits generate (give rise to, provide a basis for) the phenomenon of interest, either in nature or on the computer, then one has reason to consider them further as possible explanations.

 

4. Check these accounts of the phenomenon in one of several ways.  For example, one might (a) search out other systems or situations in nature that manifest the critical traits, or (b) implement the putative traits in computer simulations.  If these hypothesized traits generate (give rise to, provide a basis for) the phenomenon of interest, either in nature or on the computer, then one has reason to consider them further as possible explanations.

The last option of the last step already overlaps with the synthetic phase of work.  Viewing this procedure within the frame of experimental research, it is important to recognize that computer programs can fill the role of hypotheses, testable (defeasible or falsifiable) construals of how a process is actually, might be possibly, or ought to be optimally carried out.

The last option of the last step already overlaps with the synthetic phase of work.  Viewing this procedure within the frame of experimental research, it is important to recognize that computer programs can fill the role of hypotheses, testable (defeasible or falsifiable) construals of how a process is actually, might be possibly, or ought to be optimally carried out.

The closely allied techniques of task analysis and software development that are known as "step-wise refinement" and "top-down programming" in computer science (Wirth 1976, 49, 303) have a long ancestry in logic and philosophy, going back to a strategy for establishing or discharging contextual definitions known as "paraphrasis".  All of these methods are founded on the idea of providing meaning for operational specifications, "definitions in use", alleged descriptions, or "incomplete symbols".  No excessive generosity with the resources of meaning is intended, though.  In practice, a larger share of the routine is spent detecting meaningless fictions rather than discovering meaningful concepts.

The closely allied techniques of task analysis and software development that are known as "step-wise refinement" and "top-down programming" in computer science (Wirth 1976, 49, 303) have a long ancestry in logic and philosophy, going back to a strategy for establishing or discharging contextual definitions known as "paraphrasis".  All of these methods are founded on the idea of providing meaning for operational specifications, "definitions in use", alleged descriptions, or "incomplete symbols".  No excessive generosity with the resources of meaning is intended, though.  In practice, a larger share of the routine is spent detecting meaningless fictions rather than discovering meaningful concepts.

Paraphrasis.  "A method of accounting for fictions by explaining various purported terms away" (Quine, in Van Heijenoort, 216).  See also (Whitehead & Russell, in Van Heijenoort, 217-223).

'''Paraphrasis.'' "A method of accounting for fictions by explaining various purported terms away" (Quine, in Van Heijenoort, 216).  See also (Whitehead and Russell, in Van Heijenoort, 217-223).

Synthesis.  Regard computer programs as implementations of hypothetical or postulated faculties.  Within the framework of experimental research, programs can serve as descriptive, modal, or normative hypotheses, that is, conjectures about how a process is actually accomplished in nature, speculations as to how it might be done in principle, or explorations of how it might be done better in the medium of technological extensions.

'''Synthesis.''' Regard computer programs as implementations of hypothetical or postulated faculties.  Within the framework of experimental research, programs can serve as descriptive, modal, or normative hypotheses, that is, conjectures about how a process is actually accomplished in nature, speculations as to how it might be done in principle, or explorations of how it might be done better in the medium of technological extensions.

For the purposes of this project, I will take "paraphrastic definition" to denote the analysis of formal specifications and contextual constraints to derive effective implementations of a process or its faculty.  This is carried out by considering what the faculty in question is required to do in the many contexts it is expected to serve, and then by analyzing these formal specifications in order to design computer programs that fulfill them.

For the purposes of this project, I will take "paraphrastic definition" to denote the analysis of formal specifications and contextual constraints to derive effective implementations of a process or its faculty.  This is carried out by considering what the faculty in question is required to do in the many contexts it is expected to serve, and then by analyzing these formal specifications in order to design computer programs that fulfill them.

As a phenomenon, a particular way of doing inquiry is regarded as embodied in a faculty of inquiry, as possessed by an agent of inquiry.  As a process, a particular example of inquiry is regarded as extended in time through a sequence of states, as experienced by its ongoing agent.  It is envisioned that an agent or faculty of any generically described phenomenal process, inquiry included, could be started off from different initial states and would follow different trajectories of subsequent states, and yet there would be a recognizable quality or abstractable property that justifies invoking the name of the genus.

As a phenomenon, a particular way of doing inquiry is regarded as embodied in a faculty of inquiry, as possessed by an agent of inquiry.  As a process, a particular example of inquiry is regarded as extended in time through a sequence of states, as experienced by its ongoing agent.  It is envisioned that an agent or faculty of any generically described phenomenal process, inquiry included, could be started off from different initial states and would follow different trajectories of subsequent states, and yet there would be a recognizable quality or abstractable property that justifies invoking the name of the genus.

The steps of this analysis will be annotated below by making use of the following conventions.  Lower case letters denote phenomena, processes, or faculties under investigation.  Upper case letters denote classes of the same sorts of entities.  Special use is made of the following symbols:  Y = genus of inquiry;  y = generic inquiry;  y0 = present inquiry.  Compositions of "faculties" are indicated by concatenating their names, as f.g, and are posed in the sense that the right "applies to" the left.  The notation "f >= g" indicates that f is greater than or equal to g in a decompositional series, in other words, f possesses g as a component.  The coset notation F.G indicates a class of "faculties" of the form f.g, with f in F and g in G.  Notations like "{?}", "{?, ?}", and so on, serve as proxies for unknown components and indicate tentative analyses of faculties in question.

The steps of this analysis will be annotated below by making use of the following conventions.  Lower case letters denote phenomena, processes, or faculties under investigation.  Upper case letters denote classes of the same sorts of entities.  Special use is made of the following symbols:  ''Y'' = genus of inquiry;  ''y'' = generic inquiry;  ''y''₀ = present inquiry.  Compositions of "faculties" are indicated by concatenating their names, as ''f''·''g'', and are posed in the sense that the right "applies to" the left.  The notation "''f'' >= ''g'' " indicates that ''f'' is greater than or equal to ''g'' in a decompositional series, in other words, ''f'' possesses ''g'' as a component.  The coset notation ''F''·''G'' indicates a class of "faculties" of the form ''f''·''g'', with ''f'' in ''F'' and ''g'' in ''G''.  Notations like "{?}", "{?, ?}", and so on, serve as proxies for unknown components and indicate tentative analyses of faculties in question.

====1.3.1.  Initial Analysis of Inquiry : Allegro Aperto====

====1.3.1.  Initial Analysis of Inquiry : Allegro Aperto====

If the faculty of inquiry is a coherent power, then it has an active or instrumental face, a passive or objective face, and a substantial body of connections between them.  y = {?}.

If the faculty of inquiry is a coherent power, then it has an active or instrumental face, a passive or objective face, and a substantial body of connections between them.  ''y'' = {?}.

In giving the current inquiry a reflexive cast, as inquiry into inquiry, I have brought inquiry face to face with itself, inditing it to apply its action in pursuing a knowledge of its passion.  y0 = y.y = {?}{?}.

In giving the current inquiry a reflexive cast, as inquiry into inquiry, I have brought inquiry face to face with itself, inditing it to apply its action in pursuing a knowledge of its passion.  y0 = y.y = {?}{?}.