Doxastic Wronging

In the Book of Common Prayer’s Rite II version of the Eucharist, the congregation confesses, “we have sinned against you in thought, word, and deed”. According to this confession we wrong God not just by what we do and what we say, but also by what we think. The idea that we can wrong someone not just by what we do, but by what think or what we believe, is a natural one. It is the kind of wrong we feel when those we love believe the worst about us. And it is one of the salient wrongs of racism and sexism. Yet it is puzzling to many philosophers how we could wrong one another by virtue of what we believe about them. This paper defends the idea that we can morally wrong one another by what we believe about them from two such puzzles. The first puzzle concerns whether we have the right sort of control over our beliefs for them to be subject to moral evaluation. And the second concerns whether moral wrongs would come into conflict with the distinctively epistemic standards that govern belief. Our answer to both puzzles is that the distinctively epistemic standards governing belief are not independent of moral considerations. This account of moral encroachment explains how epistemic norms governing belief are sensitive to the moral requirements governing belief

Misleading higher-order evidence, conflicting ideals, and defeasible logic

Thinking about misleading higher-order evidence naturally leads to a puzzle about epistemic rationality: If one’s total evidence can be radically misleading regarding itself, then two widely-accepted requirements of rationality come into conflict, suggesting that there are rational dilemmas. This paper focuses on an often misunderstood and underexplored response to this (and similar) puzzles, the so-called conflicting-ideals view. Drawing on work from defeasible logic, I propose understanding this view as a move away from the default metaepistemological position according to which rationality requirements are strict and governed by a strong, but never explicitly stated logic, toward the more unconventional view, according to which requirements are defeasible and governed by a comparatively weak logic. When understood this way, the response is not committed to dilemmas

The Labyrinth

The Labyrinth is a puzzle video game meant to be experienced with a virtual reality headset. It aims to differ from typical puzzle games by being simultaneously fun, immersive, and mentally stimulating. The game consists of three unique level types, with room for further development to create more complex versions of said levels. In this document, we discuss how we developed the game environment to effectively engage the player in enjoyable and engaging problem-solving challenges. The game has been rigidly tested and play-testers were surveyed on their experiences, in order to improve the game

Foundations, Properties, and Security Applications of Puzzles: A Survey

Cryptographic algorithms have been used not only to create robust ciphertexts but also to generate cryptograms that, contrary to the classic goal of cryptography, are meant to be broken. These cryptograms, generally called puzzles, require the use of a certain amount of resources to be solved, hence introducing a cost that is often regarded as a time delay---though it could involve other metrics as well, such as bandwidth. These powerful features have made puzzles the core of many security protocols, acquiring increasing importance in the IT security landscape. The concept of a puzzle has subsequently been extended to other types of schemes that do not use cryptographic functions, such as CAPTCHAs, which are used to discriminate humans from machines. Overall, puzzles have experienced a renewed interest with the advent of Bitcoin, which uses a CPU-intensive puzzle as proof of work. In this paper, we provide a comprehensive study of the most important puzzle construction schemes available in the literature, categorizing them according to several attributes, such as resource type, verification type, and applications. We have redefined the term puzzle by collecting and integrating the scattered notions used in different works, to cover all the existing applications. Moreover, we provide an overview of the possible applications, identifying key requirements and different design approaches. Finally, we highlight the features and limitations of each approach, providing a useful guide for the future development of new puzzle schemes.Comment: This article has been accepted for publication in ACM Computing Survey

Martin Gardner and His Influence on Recreational Math

Recreational mathematics is a relatively new field in the world of mathematics. While sometimes overlooked as frivolous since those who practice it need no advanced knowledge of the subject, recreational mathematics is a perfect transition for people to experience the joy in logically establishing a solution. Martin Gardner recognized that this pattern of proving solutions to questions is how mathematics progresses. From his childhood on, Gardner greatly influenced the mathematical world. Although not a mathematician, he inspired many to pursue careers and make advancements in mathematics during his 25-year career with Scientific American. He encouraged novices to expand their knowledge, enlightened professionals of computer science developments, and established his own proofs

Creativity Skills Applied to Earth Science Education: Examples from K-12 Teachers in a Graduate Creativity Class

NOTE: This is a large file, 10.7 mb in size! This article briefly explores different aspects of creativity, and then examines K-12 teachers' reactions to exercises applied to earth science concepts in a graduate creativity class. Different types of puzzle activities centering on geoscience content include a quiz game based on Odyssey of the Mind spontaneous problems, and other exercises related to embedded words, transformed cliches, remotely associated word sets, and wordsmithing. Teachers used visualization for an imaginary interview with a geoscientist, along with personal analogy of an earth science feature. As a culminating activity, teachers fashioned a geoscience curriculum material with a given set of items. Ideas for applying the activities to geoscience classes at various grade levels are included. Educational levels: Graduate or professional, Graduate or professional