On a cold day between Christmas and New Year 1961, in search of a place to study, I met Heinz in his office at the Biological Computer Laboratory. I knew of him through a network of designers who, like me, were interested in issues that conventional curricula did not address. Heinz greeted me, a total stranger, with the enthusiasm usually reserved for an old friend. To my surprise, he knew of t...

This paper applies the the technique of Game Logic GL ! , which has recently been formulated by Kaneko and Nagashima, to Mccarthy's Three Wise Men Puzzle. The analysis makes it clear what one really knows when he or she knows it impossible to know something as well as how one can enrich his or her knowledge by knowing that someone else knows it impossible to know something. The point is that hu...

Abstract The purpose of this paper is to discuss the impact Curriculum Design Coherence Model (CDC – Rata, 2019) on design practice two music teachers in a middle school class New Zealand. CDC proposes that deep learning first requires coherence. This coherence generated by three interrelated dimensions: (i) ‘surfacing’ epistemic structure, (ii) use subject concepts and (iii) interrelationship ...

Through some topics on knowing something, empirical temperature and robot’s recognition, we make the interface between parts and whole manifesting, and express it as “extended pain”. By formalizing wholeness as a weaken co-limit, we describe dynamical negotiation between making parts and making whole in a lattice theory as a model for differentiation under a constraint of unity.

Model-driven engineering and model-based approaches have permeated all branches of software engineering; to the point that it seems that we are using models, as Molière’s Monsieur Jourdain was using prose, without knowing it. At the heart of modeling, there is a relation that we establish to represent something by something else. In this paper we review various definitions of models and relatio...

in al-ta‘liqat–which is most likely a collection of avicenna’s lectures– it is intended to answer to a paradox concerning the knowledge of the substance. this paradox can be reconstructed this way: if, by knowing something, its quiddity comes to mind, then with knowing a substance its quiddity–which is a substance–comes to mind. conversely, according to peripatetic philosophy, knowledge is a qu...

Different ways, by which we come to know something, are usefully applied to the pedagogy of medical education. Jürgen Habermas described three “ways” of knowing. These are empirical-analytic knowing (data collection), historical-hermeneutic knowing (understanding of meanings), and self-reflective critical knowing. These “ways” of knowing have an epistemological basis, which is able to be traced...

e goal of this dissertation is to provide a unified account of two kinds of practical knowledge and the structure of intentional action. e topic of practical knowledge presents philosophical difficulties because of the modern tendency to picture cognition and the will as opposed: the will is concerned with changing the world, cognition with representing it as it already is. us the expression...