Book•
The Dialogical Mind: Common Sense and Ethics
01 Sep 2016-
TL;DR: In this paper, Markova presents an ethics of dialogicality as an alternative to the narrow perspective of individualism and cognitivism that has traditionally dominated the field of social psychology.
Abstract: Dialogue has become a central theoretical concept in human and social sciences as well as in professions such as education, health, and psychotherapy. This 'dialogical turn' emphasises the importance of social relations and interaction to our behaviour and how we make sense of the world; hence the dialogical mind is the mind in interaction with others - with individuals, groups, institutions, and cultures in historical perspectives. Through a combination of rigorous theoretical work and empirical investigation, Markova presents an ethics of dialogicality as an alternative to the narrow perspective of individualism and cognitivism that has traditionally dominated the field of social psychology. The dialogical perspective, which focuses on interdependencies among the self and others, offers a powerful theoretical basis to comprehend, analyse, and discuss complex social issues. Markova considers the implications of dialogical epistemology both in daily life and in professional practices involving problems of communication, care, and therapy.
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79 citations
09 May 2022
TL;DR: In this paper , the authors trace the historical roots and current landmark work that have been shaping the field and categorize these works under three broad umbrellas: (i) those grounded in Western canonical philosophy, (ii) mathematical and statistical methods, and (iii) those emerging from critical data/algorithm/information studies.
Abstract: How has recent AI Ethics literature addressed topics such as fairness and justice in the context of continued social and structural power asymmetries? We trace both the historical roots and current landmark work that have been shaping the field and categorize these works under three broad umbrellas: (i) those grounded in Western canonical philosophy, (ii) mathematical and statistical methods, and (iii) those emerging from critical data/algorithm/information studies. We also survey the field and explore emerging trends by examining the rapidly growing body of literature that falls under the broad umbrella of AI Ethics. To that end, we read and annotated peer-reviewed papers published over the past four years in two premier conferences: FAccT and AIES. We organize the literature based on an annotation scheme we developed according to three main dimensions: whether the paper deals with concrete applications, use-cases, and/or people’s lived experience; to what extent it addresses harmed, threatened, or otherwise marginalized groups; and if so, whether it explicitly names such groups. We note that although the goals of the majority of FAccT and AIES papers were often commendable, their consideration of the negative impacts of AI on traditionally marginalized groups remained shallow. Taken together, our conceptual analysis and the data from annotated papers indicate that the field would benefit from an increased focus on ethical analysis grounded in concrete use-cases, people’s experiences, and applications as well as from approaches that are sensitive to structural and historical power asymmetries.
33 citations
TL;DR: This article argued that ubiquitous Artificial Intelligence (AI) and Machine Learning (ML) systems are close descendants of the Cartesian and Newtonian worldview in so far as they are tools that fundamentally sort, categorize, and classify the world, and forecast the future.
Abstract: On the one hand, complexity science and enactive and embodied cognitive science approaches emphasize that people, as complex adaptive systems, are ambiguous, indeterminable, and inherently unpredictable. On the other, Machine Learning (ML) systems that claim to predict human behaviour are becoming ubiquitous in all spheres of social life. I contend that ubiquitous Artificial Intelligence (AI) and ML systems are close descendants of the Cartesian and Newtonian worldview in so far as they are tools that fundamentally sort, categorize, and classify the world, and forecast the future. Through the practice of clustering, sorting, and predicting human behaviour and action, these systems impose order, equilibrium, and stability to the active, fluid, messy, and unpredictable nature of human behaviour and the social world at large. Grounded in complexity science and enactive and embodied cognitive science approaches, this article emphasizes why people, embedded in social systems, are indeterminable and unpredictable. When ML systems "pick up" patterns and clusters, this often amounts to identifying historically and socially held norms, conventions, and stereotypes. Machine prediction of social behaviour, I argue, is not only erroneous but also presents real harm to those at the margins of society.
32 citations
TL;DR: In this article, the importance of generalisation from dialogical single case studies is explained and justified, drawing on historical, theoretical and cultural knowledge, and explaining the meaning of generalization from case studies.
Abstract: Drawing on historical, theoretical and cultural knowledge, this introduction explains and justifies the importance of generalisation from dialogical single case studies. We clarify the meaning of d...
30 citations
Cites background or methods from "The Dialogical Mind: Common Sense a..."
...As such, tensions between the holistic nature of the uniqueness and dynamics of ontologically interdependent Self–Other units, and the methodological tools with which such units are studied, remain (Grossen, 2010; Marková, 2016)....
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...Other units, and the methodological tools with which such units are studied, remain (Grossen, 2010; Marková, 2016)....
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...…to study dynamic and ethical interdependent units does not approach the construction of their case using a method of sampling that treats the Self as something other than an ethical being from whose unique communication with Others something important can be known (see also Marková, 2016)....
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References
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TL;DR: The authors argues that Volkerpsychologie as developed by Moritz Lazarus and Heymann Steinthal was an important current in nineteenth-century German thought and contributed to the establishing of the social sciences since key concepts of folk psychology were appropriated by scholars such as Georg Simmel and Franz Boas.
Abstract: Volkerpsychologie or ‘folk psychology’ has a bad reputation amongst historians. It is either viewed as a pseudo-science not worth studying in detail, or considered a ‘failure’ since, in contrast to sociology, psychology, and anthropology, it never established itself as an independent discipline at university level. This article argues that Volkerpsychologie as developed by Moritz Lazarus and Heymann Steinthal was an important current in nineteenth-century German thought. While it was riddled with conceptual and methodological problems and received harsh criticism from academic reviewers, it contributed to the establishing of the social sciences since key concepts of folk psychology were appropriated by scholars such as Georg Simmel and Franz Boas. The article summarizes the main features of Lazarus and Steinthal’s Volkerpsychologie, discusses its reception in Germany and abroad, and shows how arguments originally developed for folk psychology were used by Lazarus to reject antisemitism in the 1870s and 1880s. It concludes that Lazarus and Steinthal’s Volkerpsychologie epitomized the mentality of nineteenth-century liberals with its belief in science, progress, and the nation, which was reinforced by their experience of Jewish emancipation.
23 citations
Book•
25 Jul 2007
TL;DR: Glenlair as discussed by the authors studied at King's College, London, 1831-1841, 1841-1844, 1844-1847, 1847-1850, 1851-1854, 1854-1856, 1856-1857, 1858-1860, 1861-1870, 1871-1879, 1879 14.
Abstract: Preface Part I. Biographical Outline: 1. Birth and parentage 2. Glenlair - childhood, 1831-1841 3. Boyhood, 1841-1844 4. Adolescence, 1844-1847 5. Opening manhood, 1847-1850 6. Undergraduate life at Cambridge, 1850-1854 7. Bachelor-scholar and fellow of Trinity, 1854-1856 8. Essays at Cambridge, 1853-1856 9. Death of his father. Professorship at Aberdeen, 1856-1857 10. Aberdeen. Marriage, 1857-1860 11. King's College, London. Glenair, 1860-1870 12. Cambridge, 1871-1879 13. Illness and death, 1879 14. Last essays at Cambridge Part II. Contributions to Science: 1. Experiments on colour vision, and other contributions to optics 2. Investigations respecting elastic solids 3. Pure geometry 4. Mechanics 5. Saturn's rings 6. Faraday's lines of force, and Maxwell's theory of the electromagnetic field 7. Molecular physics Part III. Poems: 1. Juvenile verses and translations 2. Occasional pieces 3. Serio-comic verse Index.
23 citations
TL;DR: In this paper, the authors compare the three most influential psychotherapists of the twentieth century, Sigmund Freud, Carl Rogers, and Albert Ellis, on three critical issues in personality theory especially relevant for the practice of psychotherapy.
Abstract: Albert Ellis, Sigmund Freud, and Carl Rogers are widely recognized as the three most influential psychotherapists of the twentieth century. In the present article, it is argued that the striking differences in their therapeutic systems, Rational Emotive Behavior Therapy (REBT), psychoanalysis, and person-centered therapy, respectively, are rooted in more fundamental theoretical differences concerning the essential nature of client personality. The positions of Freud, Rogers, and Ellis on three critical issues in personality theory especially relevant for the practice of psychotherapy are examined and comparatively analyzed. The critical issues are: (1) nature vs. nurture as the foundations of personality; (2) the potency of reason in human behavior; and (3) the possibility of fundamental personality change. For each critical issue the treatment implications are also briefly explored with a view toward illustrating how the theorists' positions directly translate into therapeutic practice. The basic intent of this comparative analysis is to strengthen and further clarify the personality theory underlying REBT.
22 citations
01 Jan 1976
TL;DR: A good writer is a good reader at once as discussed by the authors, which can be one of the right sources to develop the writing skill of a good writer, but it can be difficult to find the right books to read.
Abstract: When writing can change your life, when writing can enrich you by offering much money, why don't you try it? Are you still very confused of where getting the ideas? Do you still have no idea with what you are going to write? Now, you will need reading. A good writer is a good reader at once. You can define how you write depending on what books to read. This vico and contemporary thought can help you to solve the problem. It can be one of the right sources to develop your writing skill.
22 citations
01 Jan 2008
TL;DR: Rights mania has been viewed as a phenomenon of the twentieth century (e.g. as discussed by the authors ), continuing well to the present one; rights have become licenses of the media to make caricatures of whatever they like; strong institutions have the power to judge and misrepresent the positions of their opponents.
Abstract: Discourse about responsibility has become a fashionable contemporary subject. Much of it, at least in the social sciences and humanities, is related to claims that in traditional democracies we can observe decreasing demands on taking individual and collective responsibilities. Instead, we witness an increase in, and magnified claims for, more and more rights for individuals and specific groups. Charles Taylor’s (1995) analysis of this phenomenon has become classic, but many others have joined in. “Rights mania” has been viewed as a phenomenon of the twentieth century (e.g. Donahue 1990) continuing well to the present one; rights have become licenses of the media to make caricatures of whatever they like. Strong institutions have the power to judge and misrepresent the positions of their opponents. No wonder that balancing rights and responsibilities (Etzioni 1991, O’Neill 2002) has become an essential requirement of a civil society and democracy.
22 citations