This article advances a constructivist account of artificial intelligence (AI) as a political artefact in international relations (IR). Drawing on technopolitics, Actor–Network Theory (ANT), and postphenomenology, it argues that AI systems should be examined not only through the meanings stakeholders ascribe to them, but also through how design choices materialize normative commitments that preconfigure perception, judgment, and action. ANT highlights the agency of non-human actants and the affordances inscribed in technical artefacts, while postphenomenology specifies the mediation modes – embodiment, (...) hermeneutic, alterity, and background – through which increasingly autonomous and data-driven systems reshape IR decision environments. The article is conceptual in nature, supported by illustrative evidence from decision-support systems (DSS) used in NATO and the European Union, including AI-enabled tools for operational command and conflict early warning. These cases demonstrate how DSS redistribute epistemic authority and responsibility across technical and institutional layers, accelerating sense-making under time pressure while introducing new risks. The contribution addresses a research gap by integrating insights from postphenomenology and the sociology of technology into IR, proposing a permissive ontology that treats (semi-)autonomous systems as analytical actants without assuming personhood, and offering conceptual tools for examining mediation in practice and the political implications of disruptive technologies. (shrink)

Recent proposals for human-centered AI (HCAI) help avoid the challenging task of specifying an objective for AI systems, since HCAI is designed to learn the objectives of the humans it is trying to assist. We think the move to HCAI is an important innovation but are concerned with how an instrumental, economic model of human rational agency has dominated research into HCAI. This paper brings the philosophical debate about human rational agency into the HCAI context, showing how more substantive ways (...) to understand human objectives may improve HCAI. We contrast the economic approach with two more substantive modern alternatives: the realist and constructivist approaches to human rational agency. The realist approach holds that rational agents pursue what is good, while the constructivist approach holds that rational agents make autonomous choices. We illustrate each by considering its implications for fine-tuning large language models for chatbots such as ChatGPT. (shrink)

This perspective paper critically deconstructs the dominant “signal-to-label” paradigm in computational psychiatry, which seeks to diagnose depression by mapping behavioral cues to diagnostic categories. This paradigm is predicated on a philosophically untenable form of epistemic reductionism and a logically invalid inferential structure. Drawing on evidence from systematic reviews, clinical studies, and technical analyses, this paper demonstrates that the “signals” of depression are non-specific and that the “labels” are derived from culturally and contextually fraught instruments, rendering the entire approach epistemically fragile. (...) As an alternative, a constructivist framework for artificial intelligence (AI)-assisted mental health assessment was proposed. This framework reframes the diagnostic goal from objective detection to the collaborative construction of meaning, prioritizing functional assessment over categorical labeling. Large language models, with their capacity for narrative analysis and clinical reasoning, are uniquely suited to operationalize this constructivist turn. We conclude by advocating for a “hermeneutic AI”—a technology designed to assist in the interpretation of subjective experience, rather than the classification of objective data—as a more clinically valid, ethically responsible, and human-centered future for AI in mental health. (shrink)

As artificial intelligence continues to have a fundamental impact in our world and lives, a crucial need arises for integrating ethical and constructivist principles in the design of AI ….

Context: The advent of a general artificial intelligence mechanism that learns like humans do would represent the realization of an old and major dream of science. It could be achieved by an artifact able to develop its own cognitive structures following constructivist principles. However, there is a large distance between the descriptions of the intelligence made by constructivist theories and the mechanisms that currently exist. Problem: The constructivist conception of intelligence is very powerful for explaining how cognitive (...) development takes place. However, until now, no computational model has successfully demonstrated the underlying mechanisms necessary to realize it. In other words, the artificial intelligence (AI) community has not been able to give rise to a system that convincingly implements the principles of intelligence as postulated by constructivism, and that is also capable of dealing with complex environments. Results: This paper presents the constructivist anticipatory learning mechanism (CALM), an agent learning mechanism based on the constructivist approach of AI. It is designed to deal dynamically and interactively with environments that are at the same time partially deterministic and partially observable. CALM can model the regularities experienced in the interaction with the environment, on the sensorimotor level as well, as by constructing abstract or high-level representational concepts. The created model provides the knowledge necessary to generate the agent behavior. The paper also presents the coupled agent environment system (CAES) meta-architecture, which defines a conception of an autonomous agent, situated in the environment, embodied and intrinsically motivated. Implications: The paper can be seen as a step towards a computational implementation of constructivist principles, on the one hand suggesting a further perspective of this refreshing movement on the AI field (which is still too steeped in a behaviorist influence and dominated by probabilistic models and narrow applied approaches), and on the other hand bringing some abstract descriptions of the cognitive process into a more concrete dimension, in the form of algorithms. Constructivist content: The connection of this paper with constructivism is the proposal of a computational and formally described mechanism that implements important aspects of the subjective process of knowledge construction based on key ideas proposed by constructivist theories. (shrink)

Open peer commentary on the article “A Computational Constructivist Model as an Anticipatory Learning Mechanism for Coupled Agent–Environment Systems” by Filipo Studzinski Perotto. Upshot: Mainstream AI research largely addresses cognitive features as separate and unconnected. Instead of addressing cognitive growth in this same way – modeling it simply as one more such isolated feature and continuing to uphold a wrong-headed divide-and-conquer tradition – a constructivist approach should help unify many key phenomena such as anticipation, self-modeling, life-long learning, and (...) recursive self-improvement. Since this is likely to result in complex systems with unanticipated properties, all cognitive architecture researchers should aim to implement their ideas in full as running systems to be verified by experiment. Perotto’s paper falls short on both these points. (shrink)

Dans ce recueil, j'ai voulu regrouper des textes publiés en français et en anglais dans les vingt dernières années; ces textes font écho à mes recherches dans le domaine des fondements de la logique, des mathématiques et de la physique dans une perspective constructiviste depuis un demi-siècle. C'est donc un parcours fondationnel sur la longue durée que j'ai voulu reproduire sans négliger la dimension critique des enjeux scientifiques de la logique, des mathématiques et de la physique avec la vigilance philosophique (...) qui remet aussi bien en question la philosophie traditionnelle dans ses retranchements métaphysiques. Cet assemblage n'est pas un florilège, mais plutôt un pot-pourri de textes parus dans des revues qui ne sont pas facilement accessibles pour les papers en anglais qui composent un medley d'articles scientifiques sans musique, mais avec un leitmotiv et des thèmes majeurs récurrents.J'ai ajouté des commentaires introductifs pour chacun des articles pour les situer dans le temps de leur publication et dans les débats actuels touchant le savoir scientifique."--Page 4 de la couverture. (shrink)

La reconstruction est encore incomplète et lacunaire, mais l’on devine déjà l’allure complète du projet. Le trait les plus importants en sont les suivants. -/- i) Le premier niveau empirique correspond à ce que Piaget a appelé les tableaux perceptifs, et à leurs copies dans la mémoire, mais sans ordre temporel, sans structure spatiale et ne contenant pas encore des objets. ii) La première construction théorique permet d’obtenir le temps. iii) A partir de l’ordre temporel, une première structure spatiale (bidimensionnelle) (...) est possible, sans introduction de nouveaux niveaux théoriques. Ces niveaux théoriques semblent en revanche être nécessaires pour la construction d’une structure spatiale tri- dimensionnelle. Ce pas n’a pas encore été franchi. Il sera cer- tainement relié à la construction de la notion d’objet. iv) Ici la construction présente un premier grand vide. Un saut est effectué jusqu’à une théorie générale de la substance, appelée système physique. Il s’agit en réalité d’une théorie de la mesure, c’est-à-dire du procédé qui permet à la fois de connaître les propriétés des systèmes physiques, propriétés qui exigent un niveau théorique propre, et de définir un premier critère d’acceptation de l’identification des substances. Il s’agit d’une théorie holiste relative à l’introduction de termes théoriques. v) Cette description générale permet les premiers pas vers une théorie de la mécanique quantique. vi) Il est aussi possible dans le même cadre de recomprendre les notions élémentaires de la mécanique classique, sans présupposer les notions de masse et de force. vii) Dans d’autres travaux, qui ont servi de préparation à celui-ci, les notions de sujet, d’intersubjectivité et de conscience ont également été approchées d’une façon constructiviste. L’esquisse de la construction a même été prolongée jusqu’au domaine de la morale. Ces dernières notions ne font pas l’objet de cette recherche. -/- Ces éléments ont été évoqués ici pour donner une vision d’ensemble du projet, qui peut être visualisé dans le schéma suivant. (shrink)

Customer behavior, market dynamics, and technological advances have made it challenging for marketing theorists to provide comprehensive explanations and actionable insights. Although there are numerous substantive marketing frameworks, no formal marketing theory exists. This study aims to develop the first formal grounded theory in marketing by incorporating artificial intelligence and Forde's conceptual framework as a guiding lens. Charmaz's constructivist grounded theory tradition and Forde's conceptual framework and data analysis strategy were employed for this purpose. The data analysis strategy used (...) with grounded theory’s constant compare-and-contrast method comprises holistic and systems thinking, dramaturgical and situational analysis, perspective-taking, and deconstruction. To evaluate Glaser’s assertion that all is data, artificial intelligence was incorporated into the research as the data source for retrieving the theoretical samples to address the primary research question: How can Forde's conceptual framework and artificial intelligence be leveraged to develop a formal marketing theory grounded in evidence? Of significance was the emergence of democratic marketing behaviors and the normalization of anti-democratic marketing approaches leveraged to manipulate buyers or gain access to segments of customers. Buyers and sellers can simultaneously benefit from and be prejudiced by marketing exchange dynamics. This finding lends credibility to the newly emerged framework of strategic actions where empowerment and disempowerment are leveraged to achieve specific goals. Considering this finding, it is suggested that businesses view marketing as a symbiotic relationship between two power centers, buyers and sellers, who respectively strive to maintain human dignity and sustainability. Researchers are encouraged to apply the framework across substantive areas, international markets, public relations, political campaigns, and others. (shrink)

The rapidly evolving field of artificial intelligence ethics has primarily focused on placing moral responsibility upon technology developers. This article critically examines how the current discourse often misplaces agency by disproportionately assigning ethical responsibility to AI creators while neglecting the roles of users, regulators, and broader societal actors. Drawing parallels to concepts, such as microaggressions and examining key case studies, including the Gebru–Google conflict, this analysis reveals a fundamental issue: prevailing AI ethics frameworks present what are actually constructivist philosophical (...) positions—specifically Rawlsian theories of justice—as if they were realist, objective facts about harm and responsibility. The article demonstrates how claims about “harm” from AI systems often depend on hidden Rawlsian assumptions about unacceptable trade-offs, yet these philosophical choices are rarely made explicit. By interrogating these hidden presuppositions and examining the costs of prioritizing Rawlsian perfectionism over pragmatic innovation, this article argues for a shift from absolutist ethical frameworks toward more realistic, contextual approaches that recognize user agency as primary. Just as hammer manufacturers are not responsible for criminal misuse of their tools, AI developers of general-purpose systems should not bear unlimited responsibility for all possible applications. Only by exposing the constructivist nature of current “ethical” claims and embracing the distributed nature of agency can we develop governance approaches that appropriately assign responsibility across the AI ecosystem. (shrink)

As artificial intelligence (AI) becomes increasingly integrated into clinical environments, questions of trust, transparency, and shared decision-making come to the fore. This article examines how public perspectives can influence the ethical and technical development of AI tools in medicine, drawing on empirical insights from an interdisciplinary project focused on developing AI to support the diagnosis and treatment of skin cancer. Rather than treating ethical concerns as external to technical design, we argue that they must be addressed from within the development (...) process. In our case, this was achieved by integrating citizen feedback into iterative design loops within our interdisciplinary team, fostering closer alignment between AI functionalities and public values. Through focus group discussions with citizens and a constructivist grounded theory approach, we identified three key areas of concern: the evolving doctor–patient relationship, patient agency in AI-supported care, and the influence of specific medical contexts on public evaluations of AI. This article illustrates how these citizen perspectives can be meaningfully connected with the medical and technical considerations shaping the development of AI. (shrink)

The objective of this paper is to examine how artificial intelligence systems (AI) can reproduce phenomena of social discrimination and to develop an ethical strategy for preventing such occurrences. A substantial body of scholarship has demonstrated how AI has the potential to erode the rights of women and LGBT+ individuals, as it is capable of amplifying forms of discrimination that are already pervasive in society. This paper examines the principal approaches that have been put forth to contrast the emergence of (...) biases in AI systems, namely causal, counterfactual reasoning, and constructivist methodology. This analysis demonstrates the necessity of considering the sociopolitical context in which AI systems are developed when evaluating their ethical implications. To investigate this conjunction, we apply the theory of gender performativity as theorized by Judith Butler and Karen Barad. This illustrates how AI functions within the social fabric, manifesting patriarchal configurations of gender through an analysis of the notorious case of the COMPAS system for predictive justice. In conclusion, we demonstrate how reframing of gender performativity theory, when applied to AI ethics, permits us to consider the social context within which these technologies will operate. This approach enables an expansion of the interpretation of the concept of fairness, thereby reflecting the complex dynamics of gender production. In the context of AI ethics, the concept of "fairness" pertains to the capacity of an algorithm to generate results dealing with sensitive categories, such as gender, ethnicity, religion, sexual orientation, and disability, in a manner that does not engender forms of discrimination and prejudice. The gender dimension needs to be reconsidered not as an individual feature but as a performative process. Moreover, it enables the identification of pivotal issues that must be addressed during the development, testing, and evaluation phases of AI systems. (shrink)

The following work will seek to demonstrate the importance of ICTs in the field of education and the benefits that will accrue to teachers from training in line with the needs arising in today's contexts, with reference to new Artificial Intelligence technologies. Training workshops will be developed on the implementation of ICTs through the use of innovative technological resources such as Sendsteps Artificial Intelligence. ai, aimed at teachers at the Santa Ana Institute, will be developed during the first semester of (...) the academic year to encourage a more appropriate link between updated technologies and teachers, promoting continuous improvement and updating in teaching and learning processes, making activities more attractive and encouraging the participation of educational actors. This training will be developed using social constructivist approaches and through the implementation of innovative learning methodologies such as the flipped classroom, representing a novel resource. The aim of this training is to instruct teachers to apply AI (Artificial Intelligence) technologies in their classroom activities. Through these technologies, teachers will reap their benefits. The programme will also seek to develop interactive meetings with the institution's teachers during the training, focusing on possible curricular adaptations that could be implemented to promote collaborative and team-based workspaces. Finally, the various work instances will be evaluated using a range of tools, contributing to formative assessment and seeking to obtain the best possible results. (shrink)

In affective neuroscience, constructivist models are acutely influenced by the modern technological evolution, which underwrites an ongoing epistemological substitution of techne for episteme. Evidenced symptomatically in the influence of artificial intelligence (AI), affective artefacts, these models inform an ontological incursion of techne seen to coincide with posthumanist aspirations and anthropology. It is from the perspective of this neuroscientific techne that posthumanism views the human being as increasingly ill adapted to the modern technological civilization, which, conversely, is understood to require (...) a technical governance of the sort envisioned through AI. Among the projects thought necessary for implementing this framework is a recasting of the human emotional spectrum. Revealed through its techne recasting, however, are explanatory commitments to a metaphysic of extrinsic and contiguous causes, where malleability is ontologically constitutive. Aligned with posthumanist assertions malleability is invoked to argue for a rapid advance of the human form, normatively driven by enlightenment ideals. The ontological claim, however, dispenses with the stability of an a priori, intersubjective and interrelational metaphysical form that undergirds the emotions, leading to the collapse of a definitional anthropos. This paper will argue that techne models of the emotions selectively endorse philosophy of science commitments, thereby introducing a normative inversion that deconstructs the notion of anthropology pursued in posthumanist aspirations. (shrink)

This paper discusses different approaches incognitive science and artificial intelligenceresearch from the perspective of radicalconstructivism, addressing especially theirrelation to the biologically based theories ofvon Uexküll, Piaget as well as Maturana andVarela. In particular recent work in New AI and adaptive robotics on situated and embodiedintelligence is examined, and we discuss indetail the role of constructive processes asthe basis of situatedness in both robots andliving organisms.

Since 2020, the convergence of Artificial Intelligence (AI) with education scenarios has become a faster, pace-driven event, which causes the shift in the paradigm at primary, secondary, and tertiary levels. This research paper explores the two-sided nature of the AI dilemma in the classroom, i.e. whether it stimulates or suppresses human learning, by adopting a mixed design that includes a teacher and student survey. The findings show that AI can have tremendous potential in the mediation of individualized learning paths, enhancing (...) the effectiveness of the instruction methods, and increasing access to education opportunities. Nonetheless, there cannot be artificial intelligence without a tidal wave of substantial issues, such as the threat of cognitive off-loading, privacy invasion, algorithmic discrimination, and the loss of experience underpinning the concept of learner-centric pedagogy. Based on the constructivist principles and being a people-oriented designer, this exposition holds the view that the role of educators should be reoriented to that of facilitators who use AI as a helping tool instead of a controlling force. It highlights the necessity of moral responsibility, the introduction of strict rules on data-protection, and the introduction of an in-depth AI-technology literacy into the educational program of schools of teachers. Finally, according to the discussion, proactive, evidence-based policy-making and a restrained paternalistic manner are suggested, such that it does not turn AI to see the instructional tyrant that will replace a human instructor but act as a pedagogic agent, increasing the rigor and quality of academic learning. (shrink)

Open peer commentary on the article “A Computational Constructivist Model as an Anticipatory Learning Mechanism for Coupled Agent–Environment Systems” by Filipo Studzinski Perotto. Upshot: Constructivist theory gives a nice high-level account of how knowledge can be autonomously developed by an agent interacting with an environment, but it fails to detail the mechanisms needed to bridge the gap between low levels of sensorimotor data and higher levels of cognition. AI workers are trying to bridge this gap, using task-specific engineering (...) approaches, without any principled theory to guide them; they could use help from psychologists. (shrink)

The Social Construction of Technology (SCOT) theory offers a useful conceptual framework for examining the social and cultural factors that may contribute to or detract from the successful integration of computer technology into educational environments. This theory, which grew out of studies in the history of technology and the sociology of science, suggests methods for studying the phenomenon of technological development, such as identifying the relevant social groups involved in the development process and the factors that either leave the technology (...) in a state of interpretive flexibility or bring the interpretation of the technology to closure. This paper uses a SCOT approach to explore how personal and institutional beliefs can shape the ways in which technologies are used by teachers and students, and to identify the social, epistemological, cognitive and motivational factors that need to be considered as computer technology becomes an integral part of the educational experience. (shrink)

Esposito claims that current algorithms are divinatory. I agree with her, but for different reasons. Her point is that they are divinatory because they only use correlations, but current algorithms….

Introduction: The study addressed shortcomings in teacher training at the Santa Ana Institute, specifically in relation to the incorporation of innovative technological tools such as artificial intelligence. It was based on the diagnosis that many teachers still applied traditional teaching strategies that were out of touch with the needs of 21st-century students, which limited the development of meaningful and relevant learning. Development: From a constructivist approach, training was proposed that focused on the use of the artificial intelligence tool Sendsteps.ai, (...) with the aim of promoting dynamic, collaborative, and interactive teaching practices. Through this technology, teachers could design more attractive presentations tailored to the realities of their students. Contributions from authors such as Vygotsky and Bates were integrated to theoretically support the need for methodological transformation. The flipped classroom methodology was also highlighted as a key strategy for empowering both teachers and students in the construction of knowledge. Conclusion: The study concluded that continuous teacher training was essential to achieve teaching-learning processes consistent with current challenges. The implementation of AI-based technologies would not only improve teaching practices but also encourage student participation and retention. The proposed training sought to transform the role of teachers into a more active, reflective and innovative one, enabling them to deal with change effectively and promote an educational environment adapted to the digital context. (shrink)

The Fairness, Accountability, and Transparency (FAccT) literature tends to focus on bias as a problem that requires ex post solutions (e.g. fairness metrics), rather than addressing the underlying social and technical conditions that (re)produce it. In this article, we propose a complementary strategy that uses genealogy as a constructive, epistemic critique to explain algorithmic bias in terms of the conditions that enable it. We focus on XAI feature attributions (Shapley values) and counterfactual approaches as potential tools to gauge these conditions (...) and offer two main contributions. One is constructive: we develop a theoretical framework to classify these approaches according to their relevance for bias as evidence of social disparities. We draw on Pearl’s ladder of causation (Causality: models, reasoning, and inference. Cambridge University Press, Cambridge, 2000, Causality, 2nd edn. Cambridge University Press, Cambridge, 2009. doi:10.1017/CBO9780511803161) to order these XAI approaches concerning their ability to answer fairness-relevant questions and identify fairness-relevant solutions. The other contribution is critical: we evaluate these approaches in terms of their assumptions about the role of protected characteristics in discriminatory outcomes. We achieve this by building on Kohler-Hausmann’s (Northwest Univ Law Rev 113(5):1163–1227, 2019) constructivist theory of discrimination. We derive three recommendations for XAI practitioners to develop and AI policymakers to regulate tools that address algorithmic bias in its conditions and hence mitigate its future occurrence. (shrink)

Since the emergence of the field of eXplainable Artificial Intelligence (XAI), a growing number of researchers have argued that XAI should consider insights from the social sciences in order to adapt explanations to the expectations and needs of human users. This has led to the emergence of a field called Social XAI, which is concerned with understanding how explanations are actively shaped in the interaction between a human user and an AI system. Recognizing this turn in XAI toward making XAI (...) systems more “social” by providing explanations that focus on human information needs and incorporating insights from human–human explanatory interactions, in this paper we provide a formal foundation for Social XAI. We do so by proposing novel ontological accounts of the key terms used in Social XAI based on Basic Formal Ontology (BFO). Specifically, we provide novel ontological accounts for explanandum, explanans, understanding, explanation, explainer, explainee, and context. In doing so, we discuss multifaceted entities in Social XAI (having both continuant and occurrent facets; e.g., explanation) and the relationship between understanding and explanation. Additionally, we propose solutions to seemingly paradoxical views on some terms (e.g., social constructivist vs. individual constructivist perspective on explanandum). (shrink)

The vision of integrating artificial intelligence in education is part of an ongoing push for harnessing digital solutions to improve teaching and learning. Drawing from Jasanoff and Hasse, this paper deliberates on how sociotechnical imaginaries are interrelated to the implications of new technologies, such as AI, in education. Complicating Hasses’s call for the development of Socratic ignorance to consider our predispositions about new technologies and open new prospects of thought, this paper revisits postphenomenology and Feenberg’s critical constructivist theories. While (...) embracing the notion of Socratic ignorance, this paper stresses the importance of developing a nuanced understanding of technology that realizes its lack of neutrality and supports the creation of a deeper understanding of how knowledge is produced, deployed, and interpreted in the digital age. Thus, this paper argues that an amalgam of Hasse’s call for advancing Socratic ignorance combined with postphenomenology and critical constructivism can support students in developing a critical understanding of technology and opening new landscapes of imaginaries. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Is Expertise-by-Experience Impossible?The author reports no conflict of interests.In his article, "Experience and expertise: Can personal experience of mental illness make someone an expert?" Abdi Sanati uses Wittgenstein's arguments on private language and Ryle's philosophy of knowledge to critique the concept of Expertise-by-Experience. The principal argument is that introspection on personal experiences cannot constitute the basis for knowledge underpinning expertise. From the start, and in various sections of the (...) article, Sanati highlights the importance of patient involvement in the delivery of mental healthcare. He clarifies the contributions made by the community of patients in the design and delivery of mental health services are not only valuable but also necessary and long overdue. He argues patients must be involved in their care independently of how knowledgeable they are and, in a way, considers the attribution of a status of expertise as potentially counterproductive, since it may restrict the involvement of those who do not possess this status. I will explore initially the core premise made by Sanati that is then subjected to a thorough philosophical scrutiny. This is important because, as we shall see, there can be a different reading of the core premise that throws a slightly different lens into the Inquiry made. We'll end by discussing the future of expertise in the unfamiliar landscape of artificial intelligence (AI) systems, such as large language models and multimodal AI.Necessary and Sufficient Conditions for Expertise-by-ExperienceIn his initial section titled "Philosophical views on Expert-by-Experience," Sanati examines the literature on Expertise-by-Experience and the recognition it gradually gained as a form of knowledge stemming from the privileged position of subjective experience. Thomasina Borkman (1976), within the context of her research with self-help groups such as Alcoholic Anonymous developed the concept of experiential knowledge. By studying these groups, she saw how some individuals developed valuable skills to help others recover. Borkman (1976), Noorani (2013) and Mazanderani et al. (2020) stress the importance of more than just experience for acquiring expert knowledge. For someone within a community, to emerge as an expert, they must be able to effectively articulate and share the content of their experience, for it to stand a kind of reality testing on its usefulness in guiding and helping other members of it.Ultimately, it appears for the authors cited, Expertise-by-Experience is not conceived on essentialist, a priori theoretical grounds, but on pragmatic outcomes achieved via a constructivist approach. Expertise by experience can't be articulated in context independent propositions. Sanati, in the summary provided at the end of [End Page 109] this section, does not appear to highlight as much this latter formative pragmatic element as a necessary condition for gaining a status of expert-by-experience. He articulates his critique portraying a linear progression from "personal experience" to "unique expertise". In my view, and at least on paper, the claim made for a status of Expertise-by-Experience is a modest one. While it is true, personal experience is acknowledged as a source of a unique type of knowledge, for it to amount to expertise it needs to fulfill the pragmatic test where, by being articulated, shared, tested, and refined accordingly, leads to a know-how relevant to non-experts of the same community. Personal experience as a source of expertise is a necessary condition, but not a sufficient one.Knowledge and Expertise: A Philosophical ViewIn the following sections of the article, Sanati provides an in-depth exploration of the concept of expertise and the philosophical reasoning underpinning his core argument. If we assume Sanati has made a correct interpretation of the cited literature, then a lot of the philosophical analysis provided subsequently assists him convincingly in the task. Collins' (2008) emphasis on the central role of language and discourse in acquiring expertise within a community, and how this leads to a form of life (p. 12), that is also characterized by the possession of a substantial body of true beliefs compared to most people, appears to exclude any possibility for a personal experience on its own to become a source... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Diacritics 29.4 (1999) 20-39 [Access article in PDF] Anderson and the Novel Jonathan Culler 1 Benedict Anderson's Imagined Communities: Reflections on the Origins and Spread of Nationalism has, in the past decade, become a classic of the humanities and social sciences. Any theoretically savvy discussion of nations or of societies of any sort must cite it for its fundamental insight that nations and, as Anderson points out, "all communities (...) larger than primordial villages of face-to-face contact (and perhaps even these) are imagined" [6]. In retrospect, it seems obvious that nationality, nationness, and nationalism "are cultural artifacts of a particular kind" [4], but this had previously been obscured by intellectuals' sense that nationalism was above all an atavistic passion, an often noxious prejudice of the unenlightened. Imagined Communities both argued that we had better seek to understand it, since "nation-ness is the most universally legitimate value in the political life of our time" [3], and gave us a constructivist way of thinking about the phenomenon of nationalism, which becomes more interesting and intellectually more acceptable when we ask how it is created, what discursive, imaginative activities bring particular nationalisms into being and give them their distinctive form. When nationalism was vulgar passion provoked by empirically occurring nations, it was vulnerable to the objection implicitly or explicitly mounted against it: why should I feel more affinity with people who happen to inhabit the country I live in than with others, more like-minded, who happen to have been born in other nations? Anderson neatly turned the tables on us by taking this as a serious question. Why indeed do we feel such affinities? How to explain the fact that people are more willing to make great sacrifices for others of the same nation whom they have never met (and whom they might dislike if they did) than for worthy and unfortunate people elsewhere?Read today, the introduction to Imagined Communities has the rightness and efficiency of a classic ("why hadn't anyone realized this before?"), as it guides us into the paradoxes of the modern world of nationalism: nations are objectively recent but subjectively antique, even eternal; nations may be messianic, but no nation's citizens imagine that everyone should eventually join their nation. Already here Anderson displays what I take to be the key to his appeal to the nonspecialist: his ability concretely to show us the strangeness of the familiar by judicious comparisons. Try to imagine a "Tomb of the Unknown Marxist or a Cenotaph for fallen Liberals," he suggests. But a Tomb of the Unknown Soldier does not seem risible. Why? "Many different nations have such tombs without feeling any need to specify the nationality of their absent occupants. What else could they be but Germans, American, Argentinians...?" [10]. We are in a sentence or two brought to appreciate the necessity of accounting for a social and cultural phenomenon that comparison and humor highlight.The second edition of Imagined Communities demonstrates, in a compelling if serendipitous way, just how much we need Anderson to provide such insights, as it takes up what he and his readers had failed to notice in the first edition. There he had quoted Ernest Renan remarking "in his suavely backhanded way," "Or l'essence d'une nation est que tous les individus aient beaucoup de choses en commun, et aussi que tous [End Page 20] aient oubliés bien des choses [in fact the essence of a nation is that all the individuals have many things in common and also that they have all forgotten many things]," with a footnote continuing the quotation: "tout citoyen français doit avoir oublié la Saint-Barthélemy, les massacres du Midi au XIIIe siècle [every French citizen must have forgotten Saint Bartholomew's, the Provence massacres in the thirteenth century]" [6]. In the preface to the second edition Anderson notes, "I had quoted Renan without the slightest understanding of what he had actually said: I had taken as something easily ironical what was in fact utterly bizarre" [xiv]. He calls this a "humiliating recognition" [xiv], which led him to write... (shrink)

Quel rôle faut-il attribuer aux sensations, dans le cadre d’une philosophie pour laquelle les objets sont ontologiquement dépendants du pouvoir conceptuel ou sémantique de l’esprit? J’ai choisi de traiter ce problème à partir de la phénoménologie transcendantale de Husserl, car elle me semble assez bien cadrer avec la position philosophique constructiviste que j’envisage ici. Certains passages caractéristiques...

This paper explores the growing integration of artificial intelligence (AI) tools in higher education, particularly in the context of personalized learning and algorithmic teaching practices. Based on the framework of constructivist learning theory (Piaget, 1970; Vygotsky, 1978), personalized learning can be promoted by the use of AI. This study examines how students and professors perceive the use of AI technologies at Mohammed First University. The study relied on a mixed-method approach in collecting quantitative and qualitative data via Google Forms (...) using multiple-choice and open-ended questions. The findings show that although students have positive attitudes towards AI, they also acknowledge instances of academic misconduct. Professors use AI primarily to save time but express concerns about its effects on students’ critical thinking and academic integrity. The results call for clear ethical guidelines and ongoing training to ensure a responsible use and effective integration of AI in higher education. (shrink)

How are social relations appearing in computers? How are social relations realised in a different kind of medium, in the hardware and software of computers? How are the organising principles of computer building related to those of the life-worlds in a social system? Following a partly social constructivist and partly hermeneutic line a more general answer will be presented. The basic conclusion of this approach is simple: computers are constructed under the influence of the ideas of modernity and represent (...) its structure, interests and values, in contrast to computer networks, which embody the ideas of postmodernity. (shrink)

Filosofii︠a︡ svobodnogo dukha : problematika i apologii︠a︡ khristianstva (p. 13-[228]) -- I︠A︡ i mir obʹektov : opyt filosofii odinochestva i obshchenii︠a︡ -- Sudʹba cheloveka v sovremennom mire : k ponimanii︠u︡ nasheĭ ėpokhi -- Dukh i realʹnostʹ : osnovy bogochelovecheskoĭ dukhovnosti.

Issledovanii︠a︡ Ekateriny Ilʹinichny Li︠a︡pushkinoĭ (1963-2018), literaturoveda, istorika russkoĭ literatury, dot︠s︡enta Sankt-Peterburgskogo gosudarstvennogo universiteta, obnaruzhivai︠u︡t nei︠a︡vnye smysly klassicheskikh tekstov. Prochtenie proizvedeniĭ Goncharova, Turgeneva, Dostoevskogo, Nabokova osnovyvaetsi︠a︡ na teorii literaturnoĭ germenevtiki. Teoreticheskie shtudii i praktika interpretat︠s︡ii realizui︠u︡t dialektiku ponimanii︠a︡ v obʺi︠a︡snenii︠a︡, to estʹ nalichie germenevticheskogo kruga, opredeli︠a︡i︠u︡shchee kompozit︠s︡ii︠u︡ predlagaemogo izdanii︠a︡.

Concept of ethics in Ādi-Granth, Sikh canon.

gl. 1. Geopoliticheskai︠a︡ determinat︠s︡ii︠a︡ kulʹtury i ėkonomiki. Rolʹ geograficheskikh faktorov v razvitii obshchestva ; Geopoliticheskie osobennosti sot︠s︡iokulʹturnoĭ istorii Rossii -- gl. 2. Kulʹturnai︠a︡ sostavli︠a︡i︠u︡shchai︠a︡ geopolitiki. Kulʹtura kak instrument geopolitiki ; Dialog kulʹtur v sovremennom mire: opasnai︠a︡ illi︠u︡zii︠a︡, otchai︠a︡nnai︠a︡ vera ili velenie vremeni?

Articles on the life and works of Āraja Ālī Mātubbara, 1901-1986, Muslim philosopher and author from Bangladesh.

t. 1. Drevniĭ mir Srednie veka -- t. 2. Srednevekovyĭ Vostok. Evropa XV-XVII vekov -- t. 3. Evropa i Amerika -- t. 4. Vtorai︠a︡ polovina XIX veka.

Artificial intelligence researchers interested in knowledge and in designing and implementing digitized artifacts for representing or sharing knowledge play a crucial role in the development of a knowledge-based economy. They help answer the question of how the computer devices they develop can be appropriated by the collectives that manage the flow of knowledge and the know-how underlying human organizations. A dialogical, constructivist view of interaction processes permits theorizing the role of digital tools, seen as sociotechnical devices that serve both (...) as resources and as sources of communication within our organizations. (shrink)

Complete works of a Bengali Marxist philosopher and author.