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the historical roots, the main developments and the basic criticisms of  the general AI project are succinctly investigate, and the administration of common sense understanding is emerged as main problem. In the second, the trials for development of programs for educational use are described. We are centered to three directions: instrumental simulation, teacher’s substitution, computer as a tutee. In every direction we detect the possibilities and the limits of such programs for use in everyday educational practice.

In the last part we tried to form a critical proposal which would transcend the dilemma between the analytical and holistic fundamentalism, namely between the perception  of human understanding as a set of fundamental cognitive structures which are described completely with analytical  logical tools, and the opposite which perceive the cognitive process as holistic intuitive conception, undermining the role of analytical reasoning. Our answer is centered on the idea that every concrete educational activity proceeds in its particular context. This context is formulated by the combination of the “senses of practice” of all the factors involved at every level. As a result, computer programs cannot simulate educational processes and their inferences within a reductionistic perspective. Even the efforts at instrumental simulation face very complex and perhaps unresolvable problems. We use the term “sense of practice” to refer to descriptive combination of everyday uses in clinical practice. In these uses a very useful and unified capacity is expressed. It is the individual and collective capacity to capture and use effectively refined formulations of reality as they are manifested in various aspects of clinical practice, such as concepts, entities and particular activities.

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