In this paper, I discuss the connection between Lakatosian method of proofs and refutations, Hintikkan models of interrogative inquiry and paraconsistency. I bridge these different schools with dialectic, and their underlying reliance on the inconsistent.

In this paper I present the view that inquiry in education can profit from insights from semiotics. Semiotics holds that cognition, or semiosis, is the building up of structures of signs from experience. We create a personal world, an Umwelt, that determines what we perceive and know. The environment also “affords” various structures and these affordances offer special ways to interact with the...

This position paper describes how the nascent area of AI for development can learn from the challenges and successes of its parents: artificial intelligence and information and communication technologies for development (ICT4D). AI suffered from overly ambitious beginnings and years of stumbling before finding its footing, and achieving impactful ICT4D has been an equally challenging endeavor. ...

This research study suggests that there are limitations to the traditional problem-based learning (PBL) model and recommends the introduction of appreciative inquiry (AI) as an innovative and contemporary addition to PBL. Proponents of AI suggest that instead of looking for problems and aspects of a scenario that does not work or is problematic, that students first look for the strengths and th...

The research field of AI & Education has long been interested in cognitive processes in which students formulate and test hypotheses by considering them in light of specific cases. However, few if any of the systems that have been built target domains which are ill-structured and in which determining whether a hypothesized rule and proposed outcome are consistent with past decisions is a matter...

Individuals with high-functioning autism spectrum disorders (HFASD) have very individualistic needs, abilities, and are surrounded by very different social contexts. Consequently, special education and therapeutic interventions often need to be adapted to a particular individual. We are interested in developing systems that can help adolescents with HFASD rehearse and learn social skills with r...