Mental imagery and fiction

Fictions evoke imagery, and their value consists partly in that achievement. This paper offers analysis of this neglected topic. Section 2 identifies relevant philosophical background. Section 3 offers a working definition of imagery. Section 4 identifies empirical work on visual imagery. Sections 5 and 6 criticize imagery essentialism, through the lens of genuine fictional narratives. This outcome, though, is not wholly critical. The expressed spirit of imagery essentialism is to encourage philosophers to ‘put the image back into the imagination’. The weakened conclusion is that while an image is not essential to imagining, it should be returned to our theories of imagination

Symbolic Logic meets Machine Learning: A Brief Survey in Infinite Domains

The tension between deduction and induction is perhaps the most fundamental issue in areas such as philosophy, cognition and artificial intelligence (AI). The deduction camp concerns itself with questions about the expressiveness of formal languages for capturing knowledge about the world, together with proof systems for reasoning from such knowledge bases. The learning camp attempts to generalize from examples about partial descriptions about the world. In AI, historically, these camps have loosely divided the development of the field, but advances in cross-over areas such as statistical relational learning, neuro-symbolic systems, and high-level control have illustrated that the dichotomy is not very constructive, and perhaps even ill-formed. In this article, we survey work that provides further evidence for the connections between logic and learning. Our narrative is structured in terms of three strands: logic versus learning, machine learning for logic, and logic for machine learning, but naturally, there is considerable overlap. We place an emphasis on the following "sore" point: there is a common misconception that logic is for discrete properties, whereas probability theory and machine learning, more generally, is for continuous properties. We report on results that challenge this view on the limitations of logic, and expose the role that logic can play for learning in infinite domains

Working with Legacy Media: A Lone Arranger\u27s First Steps

[Excerpt] In 2013, a naked hard drive from Fiji arriving in my small religious archives (an equivalent full-time staff of 2.5 – one archivist and two archives’ assistants) started me off on the path of digital preservation and, in particular, the digital forensics practices that are beneficial for archivists. With such a small staff, outsourced IT services, and no digital preservation policy in sight, it was time to start exploring how institutions of my size could manage legacy media and start planning for the born-digital archives that will continue to arrive. Since I hold a part-time position, I was able to undertake this exploration in my own time through the support provided by a scholarship from the Ian McLean Wards Memorial Trust in 2015

A Biologically Informed Hylomorphism

Although contemporary metaphysics has recently undergone a neo-Aristotelian revival wherein dispositions, or capacities are now commonplace in empirically grounded ontologies, being routinely utilised in theories of causality and modality, a central Aristotelian concept has yet to be given serious attention – the doctrine of hylomorphism. The reason for this is clear: while the Aristotelian ontological distinction between actuality and potentiality has proven to be a fruitful conceptual framework with which to model the operation of the natural world, the distinction between form and matter has yet to similarly earn its keep. In this chapter, I offer a first step toward showing that the hylomorphic framework is up to that task. To do so, I return to the birthplace of that doctrine - the biological realm. Utilising recent advances in developmental biology, I argue that the hylomorphic framework is an empirically adequate and conceptually rich explanatory schema with which to model the nature of organism

Using learning design as a framework for supporting the design and reuse of OER

The paper will argue that adopting a learning design methodology may provide a vehicle for enabling better design and reuse of Open Educational Resources (OERs). It will describe a learning design methodology, which is being developed and implemented at the Open University in the UK. The aim is to develop a 'pick and mix' learning design toolbox of different resources and tools to help designers/teachers make informed decisions about creating new or adapting existing learning activities. The methodology is applicable for designers/teachers designing in a traditional context – such as creation of materials as part of a formal curriculum, but also has value for those wanting to create OERs or adapt and repurpose existing OERs. With the increasing range of OERs now available through initiatives as part of the Open Courseware movement, we believe that methodologies, such as the one we describe in this paper, which can help guide reuse and adaptation will become increasingly important and arguably are an important aspect of ensuring longer term sustainability and uptake of OERs. Our approach adopts an empirically based approach to understanding and representing the design process. This includes a range of evaluation studies (capturing of case studies, interviews with designers/teachers, in-depth course evaluation and focus groups/workshops), which are helping to develop our understanding of how designers/teachers go about creating new learning activities. Alongside this we are collating an extensive set of tools and resources to support the design process, as well as developing a new Learning Design tool that helps teachers articulate and represent their design ideas. The paper will describe how we have adapted a mind mapping and argumentation tool, Compendium, for this purpose and how it is being used to help designers and teachers create and share learning activities. It will consider how initial evaluation of the use of the tool for learning design has been positive; users report that the tool is easy to use and helps them organise and articulate their learning designs. Importantly the tool also enables them to share and discuss their thinking about the design process. However it is also clear that visualising the design process is only one aspect of design, which is complex and multi-faceted

Using learning design as a framework for supporting the design and reuse of OER

The paper will argue that adopting a learning design methodology may provide a vehicle for enabling better design and reuse of Open Educational Resources (OERs). It will describe a learning design methodology, which is being developed and implemented at the Open University in the UK. The aim is to develop a 'pick and mix' learning design toolbox of different resources and tools to help designers/teachers make informed decisions about creating new or adapting existing learning activities. The methodology is applicable for designers/teachers designing in a traditional context – such as creation of materials as part of a formal curriculum, but also has value for those wanting to create OERs or adapt and repurpose existing OERs. With the increasing range of OERs now available through initiatives as part of the Open Courseware movement, we believe that methodologies, such as the one we describe in this paper, which can help guide reuse and adaptation will become increasingly important and arguably are an important aspect of ensuring longer term sustainability and uptake of OERs. Our approach adopts an empirically based approach to understanding and representing the design process. This includes a range of evaluation studies (capturing of case studies, interviews with designers/teachers, in-depth course evaluation and focus groups/workshops), which are helping to develop our understanding of how designers/teachers go about creating new learning activities. Alongside this we are collating an extensive set of tools and resources to support the design process, as well as developing a new Learning Design tool that helps teachers articulate and represent their design ideas. The paper will describe how we have adapted a mind mapping and argumentation tool, Compendium, for this purpose and how it is being used to help designers and teachers create and share learning activities. It will consider how initial evaluation of the use of the tool for learning design has been positive; users report that the tool is easy to use and helps them organise and articulate their learning designs. Importantly the tool also enables them to share and discuss their thinking about the design process. However it is also clear that visualising the design process is only one aspect of design, which is complex and multi-faceted

Portraits of the Landscape

Portraits are defined in part by their aim to reveal and represent the inner ‘character’ of a person. Because landscapes are typically viewed as lacking such an ‘inner life,’ one might assume that landscapes cannot be the subject of portraiture. However, the notion of landscape character plays an important role in landscape aesthetics and preservation. In this essay, I argue that landscape artworks can thus share in portraiture’s goal of capturing character, and in doing so present us with essential tools for revealing the often ineffable character of place. I explain the implications of this view for debates about scientific cognitivism in environmental aesthetics, representing the narrative dimension of landscape character and integrity, and appeals to the character of place in historic and environmental preservation

Ontological Foundations for Scholarly Debate Mapping Technology

Mapping scholarly debates is an important genre of what can be called Knowledge Domain Analytics (KDA) technology – i.e. technology which combines both quantitative and qualitative methods of analysing specialist knowledge domains. However, current KDA technology research has emerged from diverse traditions and thus lacks a common conceptual foundation. This paper reports on the design of a KDA ontology that aims to provide this foundation. The paper then describes the argumentation extensions to the ontology for supporting scholarly debate mapping as a special form of KDA and demonstrates its expressive capabilities using a case study debate