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| <pre> | | <pre> |
| In its etymology, intelligence suggests a capacity that contains its goal | | In its etymology, intelligence suggests a capacity that contains its goal |
− | (telos) within itself. Of course, it does not initially grasp that for which it | + | (telos) within itself. [No, insert correction here.] Of course, it does not initially grasp that for which it |
| reaches, does not always possess its goal, otherwise it would be finished from | | reaches, does not always possess its goal, otherwise it would be finished from |
| the start. So it must be that it contains only a knowledge of its goal. This | | the start. So it must be that it contains only a knowledge of its goal. This |
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| esthetics. At least, this is how it appears from the standpoint of one | | esthetics. At least, this is how it appears from the standpoint of one |
| philosophical tradition that recommends itself to me. | | philosophical tradition that recommends itself to me. |
| + | </pre> |
| | | |
− | 1.3.1 Logic, Ethics, Esthetics | + | ====1.3.1. Logic, Ethics, Esthetics==== |
| | | |
| + | <pre> |
| The philosophy I find myself converging to more often lately is the pragmatism | | The philosophy I find myself converging to more often lately is the pragmatism |
| of C.S. Peirce and John Dewey. According to this account, logic, ethics, and | | of C.S. Peirce and John Dewey. According to this account, logic, ethics, and |
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| How can a system achieve, from the evidence of experience, a cognizance, | | How can a system achieve, from the evidence of experience, a cognizance, |
| evidenced in behavior, of its own best interests? | | evidenced in behavior, of its own best interests? |
| + | </pre> |
| | | |
− | 1.3.2 Inquiry and Education | + | ====1.3.2 Inquiry and Education==== |
| | | |
| + | <pre> |
| My joint work with Susan Awbrey speculates on the yield of AI technology for new | | My joint work with Susan Awbrey speculates on the yield of AI technology for new |
| seasons of inquiry-based approaches to education and research (Awbrey & Awbrey, | | seasons of inquiry-based approaches to education and research (Awbrey & Awbrey, |
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| global scene may be sampled in (Wiener, 1950, 1964), (Ryan, 1974), (Simon, | | global scene may be sampled in (Wiener, 1950, 1964), (Ryan, 1974), (Simon, |
| 1982), (Gill, 1986), (Winograd & Flores, 1986), and (Graubard, 1988). | | 1982), (Gill, 1986), (Winograd & Flores, 1986), and (Graubard, 1988). |
| + | </pre> |
| | | |
− | 1.3.3 Cognitive Science | + | ====1.3.3. Cognitive Science==== |
| | | |
| + | <pre> |
| Remarkably, seeds of a hybrid character, similar to what is sought in the | | Remarkably, seeds of a hybrid character, similar to what is sought in the |
| intersection of AI and systems theory, were planted many years ago by one who | | intersection of AI and systems theory, were planted many years ago by one who |
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| Gottman, 1986), (Collins & Smith, 1988), (Minsky & Papert, 1988), (Posner, | | Gottman, 1986), (Collins & Smith, 1988), (Minsky & Papert, 1988), (Posner, |
| 1989), (Vosniadou & Ortony, 1989), (Gottman & Roy, 1990), and (Newell, 1990). | | 1989), (Vosniadou & Ortony, 1989), (Gottman & Roy, 1990), and (Newell, 1990). |
| + | </pre> |
| | | |
− | 1.3.4 Philosophy of Science | + | ====1.3.4. Philosophy of Science==== |
| | | |
| + | <pre> |
| Continuing the angle of assault previously taken toward the abandoned mines of | | Continuing the angle of assault previously taken toward the abandoned mines of |
| intellectual history, there are many other veins and lodes, subsided and | | intellectual history, there are many other veins and lodes, subsided and |
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| a suitably analytic and perceptive movement to recycle, reclaim, and restore the | | a suitably analytic and perceptive movement to recycle, reclaim, and restore the |
| artifacts and habitations of former times. | | artifacts and habitations of former times. |
| + | </pre> |
| | | |
− | o~~~~~~~~~o~~~~~~~~~o~~~~~~~~~o~~~~~~~~~o~~~~~~~~~o
| + | ==Work In Progress== |
− | | |
− | >>>>>
| |
− | | |
− | o~~~~~~~~~o~~~~~~~~~o~~~~~~~~~o~~~~~~~~~o~~~~~~~~~o
| |
| | | |
| + | <pre> |
| 2. Conceptual Framework | | 2. Conceptual Framework |
| | | |