Real Islamic Logic

Four options for assigning a meaning to Islamic Logic are surveyed including a new proposal for an option named "Real Islamic Logic" (RIL). That approach to Islamic Logic should serve modern Islamic objectives in a way comparable to the functionality of Islamic Finance. The prospective role of RIL is analyzed from several perspectives: (i) parallel distributed systems design, (ii) reception by a community structured audience, (iii) informal logic and applied non-classical logics, and (iv) (in)tractability and artificial intelligence

Logic, self-awareness and self-improvement: The metacognitive loop and the problem of brittleness

This essay describes a general approach to building perturbation-tolerant autonomous systems, based on the conviction that artificial agents should be able notice when something is amiss, assess the anomaly, and guide a solution into place. We call this basic strategy of self-guided learning the metacognitive loop; it involves the system monitoring, reasoning about, and, when necessary, altering its own decision-making components. In this essay, we (a) argue that equipping agents with a metacognitive loop can help to overcome the brittleness problem, (b) detail the metacognitive loop and its relation to our ongoing work on time-sensitive commonsense reasoning, (c) describe specific, implemented systems whose perturbation tolerance was improved by adding a metacognitive loop, and (d) outline both short-term and long-term research agendas

A Dynamic Solution to the Problem of Logical Omniscience

The traditional possible-worlds model of belief describes agents as ‘logically omniscient’ in the sense that they believe all logical consequences of what they believe, including all logical truths. This is widely considered a problem if we want to reason about the epistemic lives of non-ideal agents who—much like ordinary human beings—are logically competent, but not logically omniscient. A popular strategy for avoiding logical omniscience centers around the use of impossible worlds: worlds that, in one way or another, violate the laws of logic. In this paper, we argue that existing impossible-worlds models of belief fail to describe agents who are both logically non-omniscient and logically competent. To model such agents, we argue, we need to ‘dynamize’ the impossible-worlds framework in a way that allows us to capture not only what agents believe, but also what they are able to infer from what they believe. In light of this diagnosis, we go on to develop the formal details of a dynamic impossible-worlds framework, and show that it successfully models agents who are both logically non-omniscient and logically competent

Synchronous Online Philosophy Courses: An Experiment in Progress

There are two main ways to teach a course online: synchronously or asynchronously. In an asynchronous course, students can log on at their convenience and do the course work. In a synchronous course, there is a requirement that all students be online at specific times, to allow for a shared course environment. In this article, the author discusses the strengths and weaknesses of synchronous online learning for the teaching of undergraduate philosophy courses. The author discusses specific strategies and technologies he uses in the teaching of online philosophy courses. In particular, the author discusses how he uses videoconferencing to create a classroom-like environment in an online class