The Philosophy of Taking Conspiracy Theories Seriously

During the last few decades, the proliferation of interest in conspiracy theories became a widespread phenomenon in our culture, and also in academia. In this piece, I review a new book on the topic of conspiracy theory theory (that is-the theory of conspiracy theories) Taking Conspiracy Theories Seriously, edited by M R. X. Dentith. To contextualize the review, I first turn to the '90s, to see what sparked current interest in conspiracy theories within the field of analytic philosophy. I then critically asses the current limitations of social epistemology, as a field. Among other things, I show how accepted assumptions in social epistemology cause cross-disciplinary disagreements with other social sciences, present the dilemma of trivializing whistle-blowers, and discuss few neglected roles technologies play in belief formation

Can Artificail Entities Assert?

There is an existing debate regarding the view that technological instruments, devices, or machines can assert ‎or testify. A standard view in epistemology is that only humans can testify. However, the notion of quasi-‎testimony acknowledges that technological devices can assert or testify under some conditions, without ‎denying that humans and machines are not the same. Indeed, there are four relevant differences between ‎humans and instruments. First, unlike humans, machine assertion is not imaginative or playful. Second, ‎machine assertion is prescripted and context restricted. As such, computers currently cannot easily switch ‎contexts or make meaningful relevant assertions in contexts for which they were not programmed. Third, ‎while both humans and computers make errors, they do so in different ways. Computers are very sensitive to ‎small errors in input, which may cause them to make big errors in output. Moreover, automatic error control ‎is based on finding irregularities in data without trying to establish whether they make sense. Fourth, ‎testimony is produced by a human with moral worth, while quasi-testimony is not. Ultimately, the notion of ‎quasi-testimony can serve as a bridge between different philosophical fields that deal with instruments and ‎testimony as sources of knowledge, allowing them to converse and agree on a shared description of reality, ‎while maintaining their distinct conceptions and ontological commitments about knowledge, humans, and ‎nonhumans.

Additive Volume of Sets Contained in Few Arithmetic Progressions

A conjecture of Freiman gives an exact formula for the largest volume of a finite set $A$ of integers with given cardinality $k = |A|$ and doubling $T = |2A|$. The formula is known to hold when $T \le 3k-4$, for some small range over $3k-4$ and for families of structured sets called chains. In this paper we extend the formula to sets of every dimension and prove it for sets composed of three segments, giving structural results for the extremal case. A weaker extension to sets composed of a bounded number of segments is also discussed.Comment: 16 page

On the structure of subsets of an orderable group with some small doubling properties

The aim of this paper is to present a complete description of the structure of subsets S of an orderable group G satisfying |S^2| = 3|S|-2 and is non-abelian

Problems to discover and to boost mathematical talent in early grades: A Challenging Situations Approach

Several studies of mathematical giftedness conducted in the past two decades reveal the importance of creation of learning and teaching environment favourable to the identification and nurturing mathematically talented students. Based on psychological, methodological and didactical models created by Krutetskii (1976), Shchedrovtiskii (1968), Brousseau (1997) and Sierpinska (1994), we have developed our challenging situation approach. During 7 years of field study in the elementary K-6 classroom, we collected sufficient amount of data that demonstrate how these challenging situations help to discover and to boost mathematical talent in very young children keeping and increasing their interest towards more advanced mathematics curriculum. In this article, we are going to present our model and illustrate how it works in the mixed-ability classroom. We will also discuss different roles that teachers and students might play in this kind of environment and how each side could benefit from it

Journeying Towards America: An Anthropological Inquiry Into What We Think is Real

You have in your hands a thing: a discrete, bounded entity. You see paper, which you identify as a thing, and you see some concept, \u27thesis\u27, less directly than paper, but still as a thing. But as much as you have a thing, you engage in a process, the interaction of my mind and yours, a time-delayed conversation. A thesis (or article or book) performs the role of an intellectual launching pad, a catalyst for thought. Both \u27realities\u27, the slices of a dead tree and the process-engagement, confront you through experience. And yet, as Americans we are more likely to think of even the process elements of a thesis as a thing: a bounded, complete set of thoughts ready for dissection. Unless reminded, we allow the process to slip into the background. We forget the engagement and concentrate on the analysis. I call this paper Journeying Towards America to emphasize what we sometimes forget: that any written work is both a journey shared and a place reached, a process of exploring the intricacies of the foreign terrain, and a recounting of the things found there

Towards the Epistemology of the Internet of Things Techno-Epistemology and Ethical Considerations Through the Prism of Trust

This paper discusses the epistemology of the Internet of Things [IoT] by focusing on the topic of trust. It presents various frameworks of trust, and argues that the ethical framework of trust is what constitutes our responsibility to reveal desired norms and standards and embed them in other frameworks of trust. The first section briefly presents the IoT and scrutinizes the scarce philosophical work that has been done on this subject so far. The second section suggests that the field of epistemology is not sufficiently capable of dealing with technologies, and presents a possible solution to this problem. It is argued that knowledge is not only social phenomena, but also a technological one, and that in order to address epistemological issues in technology, we need to carefully depart from traditional epistemic analysis and form a new approach that is technological (termed here Techno-Epistemology). The third and fourth sections engage in an epistemic analysis of trust by dividing it in to various frameworks. The last section argues that these various frameworks of trust can be understood to form a trustworthy large-scale socio-technological system, emphasizing the place of ethical trust as constituting our commitment to give proper accounts for all of the other frameworks

Making sense: talking data management with researchers

Incremental is one of eight projects in the JISC Managing Research Data programme funded to identify institutional requirements for digital research data management and pilot relevant infrastructure. Our findings concur with those of other Managing Research Data projects, as well as with several previous studies. We found that many researchers: (i) organise their data in an ad hoc fashion, posing difficulties with retrieval and re-use; (ii) store their data on all kinds of media without always considering security and back-up; (iii) are positive about data sharing in principle though reluctant in practice; (iv) believe back-up is equivalent to preservation. <br></br><br></br> The key difference between our approach and that of other Managing Research Data projects is the type of infrastructure we are piloting. While the majority of these projects focus on developing technical solutions, we are focusing on the need for ‘soft’ infrastructure, such as one-to-one tailored support, training, and easy-to-find, concise guidance that breaks down some of the barriers information professionals have unintentionally built with their use of specialist terminology. <br></br><br></br> We are employing a bottom-up approach as we feel that to support the step-by-step development of sound research data management practices, you must first understand researchers’ needs and perspectives. Over the life of the project, Incremental staff will act as mediators, assisting researchers and local support staff to understand the data management requirements within which they are expect to work, and will determine how these can be addressed within research workflows and the existing technical infrastructure. <br></br> <br></br> Our primary goal is to build data management capacity within the Universities of Cambridge and Glasgow by raising awareness of basic principles so everyone can manage their data to a certain extent. We will ensure our lessons can be picked up and used by other institutions. Our affiliation with the Digital Curation Centre and Digital Preservation Coalition will assist in this and all outputs will be released under a Creative Commons licence. The key difference between our approach and that of other MRD projects is the type of ‘infrastructure’ we are piloting. While the majority of these projects focus on developing technical solutions, we are focusing on the need for ‘soft’ infrastructure, such as one-to-one tailored support, training, and easy-to-find, concise guidance that breaks down some of the barriers information professionals have unintentionally built with their use of specialist terminology. We are employing a bottom-up approach as we feel that to support the step-by-step development of sound research data management practices, you must first understand researchers’ needs and perspectives. Over the life of the project, Incremental staff will act as mediators, assisting researchers and local support staff to understand the data management requirements within which they are expect to work, and will determine how these can be addressed within research workflows and the existing technical infrastructure. Our primary goal is to build data management capacity within the Universities of Cambridge and Glasgow by raising awareness of basic principles so everyone can manage their data to a certain extent. We’re achieving this by: - re-positioning existing guidance so researchers can locate the advice they need; - connecting researchers with one-to-one advice, support and partnering; - offering practical training and a seminar series to address key data management topics. We will ensure our lessons can be picked up and used by other institutions. Our affiliation with the Digital Curation Centre and Digital Preservation Coalition will assist in this and all outputs will be released under a Creative Commons licence