Sequential transformative design of research :224–235, 2015; Groleau et al. in J Mental Health 16:731–741, 2007; Robson and McCartan in Real world research: a resource for users of social research methods in applied settings, Wiley, Chichester, 2016) allows testing a group of theoretical assumptions about the connections of artificial intelligence with culture and education. In the course of research, semiotics ensures the description of self-organizing systems of cultural signs and symbols in terms of artificial intelligence as a special set of (...) algorithms. This approach helps to consider the arguments proposed by Searle :417–457, 1980) against ‘strong’ artificial intelligence. Searle :417–457, 1980) believes that artificial or machine intelligence cannot fully emulate the processes of the human mind. Machine intelligence shows own inevitable weakness. This is non-autonomous tool for computations and data operating. In fact, this tool cannot provide insight into real cognitive conditions. After Lotman and Uspensky, authors expand the meaning of artificial intelligence. The authors identify a cultural type of ‘strong’ artificial intelligence or ‘self-increase of Logos’ in terms by Lotman and Uspensky. The interpretation of human intelligence as imitation of machine intelligence makes possible such immersion of artificial intelligence in culture. The authors reveal a case of self-organizing autonomous generation, encoding, decoding, reception, storage, and transmission of social information in the field of physical training. From the empirical studies it is clear that the organization of collective activities without external control ensures the development of positive emotions and social orientations. Interest in autonomous behavior provides the formation of educational and cognitive motives. As a special set of algorithms, these motives are the most promising and favorable for personal development. (shrink)

Interpretation of Wittgenstein’s statement ‘whereof one cannot speak, thereof one must be silent’ and consequences of rule-following paradox is the topic of this article. The revision of Wittgensteinian approach to the relations between speech and mind, and approaches to the speech by Vygotsky and Austin allow approving the disagreement with Wittgenstein and exhibit the cases when is necessary ‘to break silence and speak’. Argument is based on the hermeneutical approach to the skeptical image of Wittgenstein studies that disclose the meaning (...) of hypothetic relevance between performative utterances and impulses generated by inner speech. Wittgenstein’s ideas are demonstrated as the contemporary version of a Pyrrhonism. Classical skepticism intensifies procedures for justification of philosophical knowledge, because philosophy tries to disprove skeptical claims. Wittgenstein studies play approximately the same role. Interpretation of the proposition ‘whereof one cannot speak, thereof one must be silent’ in a view of performative utterance allow coordinating the inner philosophical speech made by Wittgenstein, and the speech made by his commentators and critics. (shrink)

In this article, the epistemological interpretation of the relationship between concepts of relativism, beliefs, and probability ensures a defense of two theses, namely, (i) epistemic relativism refers to attitudes that depend on the repetition and anchoring of probabilistic beliefs, and (ii) Popper’s propensity interpretation of probability discloses the connections between relativity, probability, and collective subjectivity. The propensity interpretation brings a framework for describing the role of collective subjectivity in epistemic systems. This approach, as an acceptable epistemological stance, is related to (...) the variability of anchored collective beliefs. The repetition and anchoring of subjective probabilistic beliefs becomes a relative reference frame for evaluating the elements of knowledge. With this in mind, each particular way of considering probability indicates a manner of distinguishing epistemic systems. In epistemic systems, the statements are collective points of view expressed in the form ‘p is justified when belief in p is probably reliable.’ The statements can be accurate in a particular epistemic system but inaccurate in other systems. As a result, by avoiding the ‘all statements must be true or false’ requirement, each proponent of a certain epistemic system can build a probabilistic picture of the world. In this picture, not every statement needs to be ‘true’ when and if the statement expresses a collective point of view that has a propensity to be reliable and justified. (shrink)

This research examines the ethical dimensions of ethical thought aimed at reflecting fundamentals or leading principles of the production and reproduction of knowledge in science and tertiary education. To achieve research goals, the author of this article evaluates the key assumption that statements in the ethics of science and education are transcendental but do not require a reference to a transcendental or metaphysical subject. The author adheres to the stances by Wittgenstein and Moore and defines ethics in terms of the (...) general inquiry into what is good. The ways of forming ethical statements are compared with the main provisions of Merton’s theory of scientific ethos and its effects on the understanding patterns of the production and reproduction of knowledge. A comparison of general types of ethical inquiry and the theory of scientific ethos helps to present the theory of scientific ethos in terms of middle-range ethical theory. The comparison of transcendental statements in ethics and the points of the theory of scientific ethos is related to the issues of the philosophy of education. The relation is due to the exploring the forms and bases of reproduction of scientific society through tertiary education. The production of knowledge in science generates forms of judgments while education reproduces their ethically acceptable patterns of obtaining and applying. As a result, ethical transcendentalism without reference to a transcendental subject inevitably emphasizes the dialogical design of teaching. This design includes diversification of norms and values in science. Diversity as such ensures collective methods of decision-making and opposes any authoritarianism in education. (shrink)