This final consisted of two parts. In the first, we defined some terms from the course; in the second, we chose and answered a question from a list. Continue reading “Introduction to Knowledge, Mind, & Existence — Final”
This was the final paper for my Leadership in Management course. Unfortunately, it was the last assignment due in my college career (and due at 8am the day after Clinic presentations), and it did not get the attention it should have…
I took Fundamentals of Music, aka “Clapping for Credit”, during my last semester of college. As part of the course we had to write reports on three different concerts through the semester. Continue reading “Clapping for Credit Concert Reports”
This article is interesting for the real-life challenges it poses. Many other articles ask the reader to imagine a scenario, and then say “See! This view of the mind must be wrong!” Yet so often they subtly assume the “proven” view of the mind while constructing their argument. This article, for once, presents real-life stories to you and forces you to deal with the implications. It too delves into the unknown future and presents you with scenarios, but they at least are anchored by real people and experiments with known results. Continue reading “Reading Response: Andy Clark”
The extended mind
This piece initially induces only one thought in me: WRONG! The authors attempt to equate “use of the environment” with “cognition in the environment” and offer a number of reasons they think this is so. Unfortunately, they all fail.
First, the authors argue that when players of Tetris rotate a piece to try and fit it into a slot, the player is using the Tetris game in cognition, and moving part of the player’s cognition into the game. Offered as evidence is third-party research finding that players who rotate a piece are often doing so to determine if the piece will fill a hole. According to the authors, this means that the Tetris game is performing part of the cognition process. Not so. Rather than shifting part of the cognition into the environment, players are actually making the problem easier to solve by means of changing their environment. That is, the player takes a hard problem (“can this shape fit into this hole?”) and makes it into multiple easier problems (“Can this shape fit into this hole in this orientation?”). This basic misunderstanding of how the brain works extends even further, with their example of a notebook as memory. Continue reading “Reading Response: Clark & Chalmers”
Can Computers Think?
Searle makes a strong argument against computers ever being able to think in this piece. The Chinese room is an excellent metaphor discussed early in many Artificial Intelligence classes, and his analogy to simulating a tornado is fairly persuasive. Unfortunately, his argument suffers from a few serious issues. Continue reading “Reading Response: Searle”
I am fond of the argument posed by Ryle in this article, for two reasons. First, it actively illustrates what he calls category mistakes, and I am grateful; second, it explains why philosophers seem so intent on having a non-physical mind: to make humans different from animals. Continue reading “Reading Response: Ryle”
This is the fourth and last case study from my Leadership in Management course. It covers IBM and is set in the late eighties. Continue reading “Paper: IBM Corporation Turnaround”
This was the third cases study from my Leadership & Management course. It’s on Andrea Jung, CEO of Avon, as she struggles to revive the cosmetics giants flagging sales.
This paper is the second case study from my Leadership in Management class. It looks at Wendy Kopp’s history leading Teach For America, which you may be surprised to learn was in danger of dying several years after startup (when this case study is set).