A Science of Reasoning

This paper addresses the question of how we can understand reasoning in general and mathematical proofs in particular. It argues the need for a high-level understanding of proofs to complement the low-level understanding provided by Logic. It proposes a role for computation in providing this high-level understanding, namely by the association of proof plans with proofs. Proof plans are defined and examples are given for two families of proofs. Criteria are given for assessing the association of a proof plan with a proof. 1 Motivation: the understanding of mathematical proofs The understanding of reasoning has interested researchers since, at least, Aristotle. Logic has been proposed by Aristotle, Boole, Frege and others as a way of formalising arguments and understanding their structure. There have also been psychological studies of how people and animals actually do reason. The work on Logic has been especially influential in the automation of reasoning. For instance, resolution..

Artificial Intellignce: Art or Science?

Computer programs are new kinds of machines with great potential for improving the quality of life. In particular, expert systems could improve the ability of the small, weak and poor members of society to access the information they need to solve their problems. However, like most areas of computing, expert systems design is currently practiced as an art. In order to realise its potential it must also become an engineering science: providing the kinds of assurances of reliability that are normal in other branches of engineering. The way to do this is to put the techniques used to build expert systems and other artificial intelligence programs onto a sound theoretical foundation. The tools of mathematical logic appear to be a good basis for doing this, but we need to be imaginative in their use-not restricting ourselves to the kind of deductive reasoning usually thought of as 'logical', but investigating other aspects of reasoning, including uncertain reasoning, making conjectures and the guidance of inference. Acknow ledgement

Zeitgeist: information literacy and educational change

Information literacy is a mosaic of attitudes, understandings, capabilities and knowledge about which there are three myths. The first myth is that it is about the ability to use ICTs to access a wealth of information. The second is that students entering higher education are information literate because student centred, resource based, and ICT focused learning are now pervasive in secondary education. The third myth is that information literacy development can be addressed by library-centric generic approaches. This paper addresses those myths and emphasises the need for information literacy to be recognised as the critical whole of education and societal issue, fundamental to an information-enabled and better world. In formal education, information literacy can only be developed by infusion into curriculum design, pedagogies, and assessment