Education for Computers
Studies in Philosophy and Education Volume 31, Number 4, ISSN 0039-3746
The computer engineers who refer to the education of computers do not have a definite idea of education and do not bother to justify the fuzzy ones to which they allude. Hence, they logically cannot specify the features a computer must have in order to be educable. This paper puts forth a non-standard, but not arbitrary, concept of education that determines such traits. The proposed concept is derived from the idea of education embedded in modern standard-English discourse. Because the standard concept entails that an educable entity must be capable of consciousness and voluntary action, it cannot apply to computers. If, therefore, one is to have an idea of educable computers, one must drop the feature of consciousness and omit or modify that of voluntariness. The advanced concept leaves out consciousness, alters the ordinary notion of voluntariness, but keeps in tact the other criteria of the standard idea. Thereby, it provides continuity between those who talk about education in modern ordinary English and those who talk about it in the world of artificial intelligence.
Heslep, R.D. (2012). Education for Computers. Studies in Philosophy and Education, 31(4), 357-364.
Cited ByView References & Citations Map
Developing a Model for Technology Based Learning: A Practitioner Response to a Constructivist Learning Model.
Jane Sisk, South Birmingham College, United Kingdom
EdMedia + Innovate Learning 2001 (2001) pp. 1742–1748
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