The Cambridge Companion to Socrates

Morrison, Donald

doi:10.1017/ccol9780521833424

Cited by 54 publications

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“…The observation that humans are unable to commit absolutely gainless acts, has been recorded as far back as Socrates (Morrison 2010) and exhibits a modal prohibition, as opposed to a deontic prohibition. In effect, the approach of combining the salient abstract features of an act; emotional, material and consequential, without specifying them materially, offers a perspective of ethical variantism while tethering this qualification with 'would I wish it on myself' offers a perspective of ethical invariantism based on the fixed human aversion to absolutely gainless activity.…”

Section: Discussionmentioning

confidence: 99%

Word vector embeddings hold social ontological relations capable of reflecting meaningful fairness assessments

Izzidien

2021

AI & Soc

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Programming artificial intelligence (AI) to make fairness assessments of texts through top-down rules, bottom-up training, or hybrid approaches, has presented the challenge of defining cross-cultural fairness. In this paper a simple method is presented which uses vectors to discover if a verb is unfair (e.g., slur, insult) or fair (e.g., thank, appreciate). It uses already existing relational social ontologies inherent in Word Embeddings and thus requires no training. The plausibility of the approach rests on two premises. That individuals consider fair acts those that they would be willing to accept if done to themselves. Secondly, that such a construal is ontologically reflected in Word Embeddings, by virtue of their ability to reflect the dimensions of such a perception. These dimensions being: responsibility vs. irresponsibility, gain vs. loss, reward vs. sanction, joy vs. pain, all as a single vector (FairVec). The paper finds it possible to quantify and qualify a verb as fair or unfair by calculating the cosine similarity of the said verb’s embedding vector against FairVec—which represents the above dimensions. We apply this to Glove and Word2Vec embeddings. Testing on a list of verbs produces an F1 score of 95.7, which is improved to 97.0. Lastly, a demonstration of the method’s applicability to sentence measurement is carried out.

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Section: Discussionmentioning

confidence: 99%

Word vector embeddings hold social ontological relations capable of reflecting meaningful fairness assessments

Izzidien

2021

AI & Soc

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“…The learning process in the Socratic method involves (Morrison, 2010): (1) Wonder, where questions are posed. Socrates would initiate conversations or dialogs with Plato and other participants, approaching individuals to discuss various topics such as ethics, politics, and knowledge.…”

Section: K132003mentioning

confidence: 99%

ChatGPT in didactical tetrahedron, does it make an exception? A case study in mathematics teaching and learning

Dasari,

Hendriyanto,

Sahara

et al. 2024

Front. Educ.

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The didactical tetrahedron model proposes a framework for integrating technology into the previous didactical triangle. This study addresses this issue through examining the role of ChatGPT in educational settings. This quantitative and qualitative study reveals differences among three groups. We observed that students relying solely on ChatGPT for learning resulted in lower performance compared to those receiving instruction from teachers, either alone or supported by ChatGPT. The findings highlight the potential of ChatGPT in enhancing mathematical understanding, yet also underscore the indispensable role of instructors. While students generally perceive ChatGPT as a beneficial tool for learning mathematical concepts, there are concerns regarding over-reliance and the ethical implications of its use. The integration of ChatGPT into educational frameworks remains questionable within a didactic context, particularly due to its limitations in fostering deep information comprehension, stimulating critical thinking, and providing human-like guidance. The study advocates for a balanced approach, suggesting that ChatGPT can augment the learning process effectively when used in conjunction with guidance. Thus, positioning technology as an independent focal point in transforming the didactic triangle into a didactical tetrahedron is not appropriate, even when represented by ChatGPT.

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“…Indeed, there may be no one scholar's position that holds all of the positions I ascribe to TV; see next note for additional references. Nevertheless, many aspects of what I am calling ‘the traditional view‘ continue to be prevalent; for example, see A Companion to Socrates (Ahbel‐Rappe and Kamtekar ), Oxford Handbook of Plato (Fine ) and Cambridge Companion to Socrates (Morrison ).…”

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confidence: 99%

Platonic Virtue: An Alternative Approach

Vasiliou

2014

Philosophy Compass

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I begin by describing certain central features of a prominent Anglophone approach to Platonic virtue over the last few decades. I then present an alternative way of thinking about virtue in Plato that shifts central concern away from moral psychology and questions about virtue's relationship to happiness. The approach I defend focuses on virtue, both as a supreme aim of a person's actions and as something whose nature needs to be determined.

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The Cambridge Companion to Socrates

Abstract: The Cambridge companion to Socrates / edited by Donald R. Morrison. p. cm.-(Cambridge companions to philosophy) Includes bibliographical references and index.

Cited by 54 publications

References 0 publications

Word vector embeddings hold social ontological relations capable of reflecting meaningful fairness assessments

Word vector embeddings hold social ontological relations capable of reflecting meaningful fairness assessments

ChatGPT in didactical tetrahedron, does it make an exception? A case study in mathematics teaching and learning

Platonic Virtue: An Alternative Approach

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