Evolution and Devolution of Knowledge: A Tale of Two Biologies

Anthropological inquiry suggests that all societies classify animals and plants in similar ways. Paradoxically, in the same cultures that have seen large advances in biological science, citizenry's practical knowledge of nature has dramatically diminished. Here we describe historical, cross-cultural and developmental research on how people ordinarily conceptualize organic nature (folkbiology), concentrating on cognitive consequences associated with knowledge devolution. We show that results on psychological studies of categorization and reasoning from “standard populations” fail to generalize to humanity at large. Usual populations (Euro-American college students) have impoverished experience with nature, which yields misleading results about knowledge acquisition and the ontogenetic relationship between folkbiology and folkpsychology. We also show that groups living in the same habitat can manifest strikingly distinct behaviors, cognitions and social relations relative to it. This has novel implications for environmental decision making and management, including commons problems.

Conceptualising transition from education to work as vocational practice: lessons from the UK's creative and cultural sector

The paper argues that: (i) the demise of ‘occupational’ and ‘internal’ and the spread of ‘external’ labour markets in growth areas of UK economy such as the creative and cultural (C&C) sector, coupled with the massification of higher education which has created a new type of post-degree ‘vocational need’, means that the transition from education to work should be re-thought as the development of vocational practice rather than the acquisition of qualifications; and, (ii) in order to re-think transition as the development of vocational practice it is necessary to eviscerate the legacy of the ‘traditional’ conception of practice in UK educational policy. The paper reviews a number of alternative social scientific conceptions of practice, formulates more multi-faceted conceptions of vocational practice, and discusses their implications for UK and EU educational policy

What Is a Macrostate? Subjective Observations and Objective Dynamics

We consider the question of whether thermodynamic macrostates are objective consequences of dynamics, or subjective reflections of our ignorance of a physical system. We argue that they are both; more specifically, that the set of macrostates forms the unique maximal partition of phase space which 1) is consistent with our observations (a subjective fact about our ability to observe the system) and 2) obeys a Markov process (an objective fact about the system's dynamics). We review the ideas of computational mechanics, an information-theoretic method for finding optimal causal models of stochastic processes, and argue that macrostates coincide with the ``causal states'' of computational mechanics. Defining a set of macrostates thus consists of an inductive process where we start with a given set of observables, and then refine our partition of phase space until we reach a set of states which predict their own future, i.e. which are Markovian. Macrostates arrived at in this way are provably optimal statistical predictors of the future values of our observables.Comment: 15 pages, no figure

Assistive robotics: research challenges and ethics education initiatives

Assistive robotics is a fast growing field aimed at helping healthcarers in hospitals, rehabilitation centers and nursery homes, as well as empowering people with reduced mobility at home, so that they can autonomously fulfill their daily living activities. The need to function in dynamic human-centered environments poses new research challenges: robotic assistants need to have friendly interfaces, be highly adaptable and customizable, very compliant and intrinsically safe to people, as well as able to handle deformable materials. Besides technical challenges, assistive robotics raises also ethical defies, which have led to the emergence of a new discipline: Roboethics. Several institutions are developing regulations and standards, and many ethics education initiatives include contents on human-robot interaction and human dignity in assistive situations. In this paper, the state of the art in assistive robotics is briefly reviewed, and educational materials from a university course on Ethics in Social Robotics and AI focusing on the assistive context are presented.Peer ReviewedPostprint (author's final draft

Leadership then at all events

Theory purporting to identify leadership remains over-determined by one of two underlying fallacies. Traditionally, it hypostatizes leadership in psychological terms so that it appears as the collection of attributes belonging to an independent, discrete person. By contrast, contemporary perspectives approach leadership by focusing on the intermediary relations between leaders and followers. We retreat from both of these conceptions. Our approach perceives these terms as continuous within each other and not merely as adjacent individuals. The upshot is that leadership should be understood as a more fundamental type of relatedness, one that is glimpsed in the active process we are here calling events. We suggest further work consistent with these ideas offers an innovative and useful line of inquiry, both by extending our theoretical understanding of leadership, but also because of the empirical challenges such a study invites