A Formal Model of Metaphor in Frame Semantics

A formal model of metaphor is introduced. It models metaphor, first, as an interaction of “frames” according to the frame semantics, and then, as a wave function in Hilbert space. The practical way for a probability distribution and a corresponding wave function to be assigned to a given metaphor in a given language is considered. A series of formal definitions is deduced from this for: “representation”, “reality”, “language”, “ontology”, etc. All are based on Hilbert space. A few statements about a quantum computer are implied: The sodefined reality is inherent and internal to it. It can report a result only “metaphorically”. It will demolish transmitting the result “literally”, i.e. absolutely exactly. A new and different formal definition of metaphor is introduced as a few entangled wave functions corresponding to different “signs” in different language formally defined as above. The change of frames as the change from the one to the other formal definition of metaphor is interpreted as a formal definition of thought. Four areas of cognition are unified as different but isomorphic interpretations of the mathematical model based on Hilbert space. These are: quantum mechanics, frame semantics, formal semantics by means of quantum computer, and the theory of metaphor in linguistics

Apperceptive patterning: Artefaction, extensional beliefs and cognitive scaffolding

In “Psychopower and Ordinary Madness” my ambition, as it relates to Bernard Stiegler’s recent literature, was twofold: 1) critiquing Stiegler’s work on exosomatization and artefactual posthumanism—or, more specifically, nonhumanism—to problematize approaches to media archaeology that rely upon technical exteriorization; 2) challenging how Stiegler engages with Giuseppe Longo and Francis Bailly’s conception of negative entropy. These efforts were directed by a prevalent techno-cultural qualifier: the rise of Synthetic Intelligence (including neural nets, deep learning, predictive processing and Bayesian models of cognition). This paper continues this project but first directs a critical analytic lens at the Derridean practice of the ontologization of grammatization from which Stiegler emerges while also distinguishing how metalanguages operate in relation to object-oriented environmental interaction by way of inferentialism. Stalking continental (Kapp, Simondon, Leroi-Gourhan, etc.) and analytic traditions (e.g., Carnap, Chalmers, Clark, Sutton, Novaes, etc.), we move from artefacts to AI and Predictive Processing so as to link theories related to technicity with philosophy of mind. Simultaneously drawing forth Robert Brandom’s conceptualization of the roles that commitments play in retrospectively reconstructing the social experiences that lead to our endorsement(s) of norms, we compliment this account with Reza Negarestani’s deprivatized account of intelligence while analyzing the equipollent role between language and media (both digital and analog)

Student Teacher and Lecturer Perceptions of the Use of Asynchronous Discussion Forums, Quizzes and Uploaded Resources for Promoting Critical Thinking

This study examined student teacher and lecturer perceptions of the use of asynchronous discussion forums, quizzes and uploaded resources for promoting critical thinking within a pre-service teacher education programme in Tanzania. Critical thinking is necessary both in life in general, and in education in particular. Critical thinking skills and thinking dispositions help people solve their problems, make rational decisions, evaluate information, guide their beliefs and actions, and improve their reasoning skills. While critical thinking skills influence the ability to carry out a thinking task, thinking dispositions may determine which actions should be carried out, the manner in which they should be carried out, and when they should be carried out. This means that critical thinking is influenced by contextual factors such as time, place, intentions, motivations of the thinker, and subject matter under discussion. However, most of the previous studies have tended to measure the two components of critical thinking separately and use different instruments. This way of measuring critical thinking is incompatible with the current conceptualisation of critical thinking, where critical thinking is understood as a set of related cognitive skills and dispositions. Since critical thinking varies over time and in different places, to get a clearer picture of an individual’s critical thinking, both critical thinking skills and thinking dispositions need to be measured simultaneously using the same instrument in order to offset the influence of contextual factors. Learning management systems (LMS) have tools such as asynchronous discussion forums, and quizzes that can promote critical thinking, especially when conscious planning is considered. Since, these tools have the potential for promoting critical thinking, measuring the evidence of critical thinking manifested in those tools is important. Current instruments measuring critical thinking in tasks related to asynchronous discussion forums do not relate thinking skills such as recall, and comprehension, and dispositional factors to critical thinking. Recall, comprehension and dispositional factors need to be measured in asynchronous discussion forums because they influence critical thinking. This study used sociocultural theory as its theoretical framework. Employing a case study approach, 54 students and 15 lecturers from three public universities in Tanzania participated in a survey. Using sample integration, eight students and six lecturers were selected for focus group discussions and one-to-one interviews. Mixed methods research was used to collect and generate data through surveys, focus group discussions, documentary review, and researcher’s reflective journal. While quantitative data were analysed through SPSS 21, qualitative data were analysed through NVivo 10. Results revealed similarities and differences in critical thinking between students and lecturers, pre-service and in-service student teachers, male and female students, and between younger and older lecturers. The study contributes to knowledge by developing a combined instrument for capturing critical thinking skills and thinking dispositions simultaneously. Another instrument, the RCS-CAIS model is an attempt to show the relationship between critical thinking skills and dispositional factors in tasks related to asynchronous discussion forums. The study contributes to theory by demonstrating that thinking skills are not hierarchical, but are rather overlapping, iterative and multi-directional depending on prevailing circumstances at the time of engaging in a thinking task. Pedagogical and institutional implications of the findings have been discussed. Finally, areas for further research have been suggested

Empiricism and Philosophy

Though Quine's argument against the analytic-synthetic distinction is widely disputed, one of the major effects of his argument has been to popularise the belief that there is no sharp distinction between science and philosophy. This thesis begins by distinguishing reductive from holistic empiricism, showing why reductive empiricism is false, refuting the major objections to holistic empiricism and stating the limits on human knowledge it implies. Quine's arguments (and some arguments that have been mistakenly attributed to him) from holism against the analytic-synthetic are considered, and while many of them are found wanting one good argument is presented. Holism does not, however, imply that there is no sharp distinction between science and philosophy, and indeed implies that the distinction between scientific and philosophical disputes is perfectly sharp. The grounds upon which philosophical disputes may be resolved are then sought for and deliniated

Empiricism and Philosophy

Though Quine's argument against the analytic-synthetic distinction is widely disputed, one of the major effects of his argument has been to popularise the belief that there is no sharp distinction between science and philosophy. This thesis begins by distinguishing reductive from holistic empiricism, showing why reductive empiricism is false, refuting the major objections to holistic empiricism and stating the limits on human knowledge it implies. Quine's arguments (and some arguments that have been mistakenly attributed to him) from holism against the analytic-synthetic are considered, and while many of them are found wanting one good argument is presented. Holism does not, however, imply that there is no sharp distinction between science and philosophy, and indeed implies that the distinction between scientific and philosophical disputes is perfectly sharp. The grounds upon which philosophical disputes may be resolved are then sought for and deliniated

The impact of a standardized participant simulation learning experience on the critical thinking disposition of undergraduate health administration students.

The purpose of this action research study was (a) to observe the impact of simulation on the critical thinking disposition of undergraduate students in a health administration program, and (b) to observe faculty perceptions of the efficacy of simulation as a training and evaluative tool for undergraduate students in a health administration program. The California Critical Thinking Disposition Inventory (CCTDI) was used to measure critical thinking disposition in an experimental group of subjects before and after a simulation, and in a control group of subjects who did not undergo simulation. The experimental group scored higher on the post-test CCTDI than on the pre-test, and overall scores from the experimental group post-test were higher than those of the control group. Qualitative findings demonstrated that simulation challenged subjects in areas germane to critical thinking, such as leadership and interpersonal communication. Faculty observers of the simulations recognized that simulation-teaching techniques can be useful for management, leadership, and ethics instruction, and that simulation can be useful as a tool to evaluate technical and conceptual competencies of undergraduate students in a health administration program. Additionally, the research demonstrated how simulation could provide a concrete experience, which launches experiential learning that, in turn, has the potential to improve critical thinking. A simulation/ experiential learning model is also suggested