Relevant bibliographies by topics / Logical and ethical reasoning

Academic literature on the topic 'Logical and ethical reasoning'

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Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Logical and ethical reasoning"

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Artz, John M. "Narrative vs. logical reasoning in computer ethics." ACM SIGCAS Computers and Society 28, no. 4 (December 1998): 3–5. http://dx.doi.org/10.1145/308364.308365.

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Fox-Muraton, Mélissa. "There is No Teleological Suspension of the Ethical: Kierkegaard’s Logic Against Religious Justification and Moral Exceptionalism." Kierkegaard Studies Yearbook 23, no. 1 (July 26, 2018): 3–32. http://dx.doi.org/10.1515/kierke-2018-0002.

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AbstractIn The Book on Adler and “Does a Human Being Have the Right to Let Himself Be Put to Death for the Truth,” Kierkegaard relies on logical reasoning and grammatical analysis in order to arrive at categorical normative conclusions against the use of religious belief and authority as a justification for ethical action. These arguments demonstrate that some types of moral knowledge can be arrived at through reason/logic, despite Kierkegaard’s efforts to separate the spheres of logic and existence. Kierkegaard thereby offers a strong critique of both moral exceptionalism and an ethics of conviction, a critique which—as the paper argues—is not incompatible with his existential and Christian ethics.
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Zozulyak-Sluchyk, Roksoliana. "BASIC PRINCIPLES OF THE SYSTEM OF FORMATION OF PROFESSIONAL AND ETHICAL COMPETENCE OF FUTURE SPECIALISTS IN THE SOCIAL SPHERE." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(48) (May 27, 2021): 153–56. http://dx.doi.org/10.24144/2524-0609.2021.48.153-156.

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The problem of ethics is acute in the modern Ukraine.Its relevance is due to the general level of our society, the low level of social responsibility for what is done in society in all its spheres and what society does. We come across misunderstandings, disrespect for ethics all the time in the process of our lives. Higher education also does not pay due attention to the formation of professional ethics of future professionals. The relevance of the topic is due to the need of Ukrainian society for social workers with a high level of professional ethics and responsibility for performing professional duties and solving complex life problems of the social sphere, as well as updating the search for an effective pedagogical system of professional and ethical competence of future social workers. The aim of the article is a scientific reasoning and experimental verification of the effectiveness of the pedagogical system of formation of professional and ethical competence of future specialists in the social sphere to improve the quality of their professional training. The following research methods are used in the article: logical-structural analysis – to determine the essence and structure of the concept: «professional and ethical competence of future professionals in the social sphere»; structural-systematic analysis – to ensure the complexity of reasoning of the concept and structure of the pedagogical system of formation of professional and ethical competence; modeling – to develop a model for the formation of professional and ethical competence of future professionals in the social sphere; questionnaire-diagnostic methods (questionnaires, testing, interviews, diagnostics) – to establish the effectiveness of the pedagogical system of formation of professional and ethical competence of future specialists in the social sphere. As a result of our research, a pedagogical system of formation of professional and ethical competence of future social specialists was developed and experimentally tested that its effectiveness is ensured by the principles of systemic, humanistic, deontological, axiological, acmeological, personal-activity, subject-subject, competence, andragogical approaches, specific principles, pedagogical conditions and factors. It was based on the author's concept of formation of professional and ethical competence and a model aimed at the formation of moral and ethical values, professional and ethical knowledge, skills and personal-moral and professionally important qualities during training was designed. The obtained results allow us to state that the diagnosis of professional and ethical competence was carried out at the ascertaining and formative stages of the experiment, gave us the opportunity to compare the levels of professional ethics of students of the studied groups and draw conclusions about the effectiveness of the proposed author’s pedagogical system.
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Minati, Gianfranco. "Letter to Matter and Various Incomprehensibilities—The Effective Ethicality of Scientific and Humanistic Interdisciplinarity." Philosophies 6, no. 2 (March 24, 2021): 26. http://dx.doi.org/10.3390/philosophies6020026.

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The article is based on the dual concepts of theoretical incompleteness in systems science and theoretical incomprehensibility in philosophy previously introduced in the literature. Issues of incompleteness relate to the logical openness of complexity models in their nonequivalence and necessary non-zippable incompletable multiplicity. This concerns the quasi-ness of phenomena and the constructivist nature of models. Theoretically, incomprehensibility is considered in different ways, such as the inexhaustible multiplicity of the constructivist reality corresponding to the logical openness of both the world and of understanding itself and in reference to incomprehensibilities such as questions like the divide between species, cognitive systems, and after-death experience (if any). In conjunction with the need for non-classic, interdisciplinary approaches in science to deal with complexity, unanswerable questions need suitable scientifically updated philosophical reasoning in interdisciplinary humanistic backgrounds to allow for new social representations, understandings, and plausible social imaginary. Such approaches more properly allow for effective philosophical representations of the world. Knowing how to deal with these issues through philosophical reasoning updated to the current scientific levels and humanistic interdisciplinarity allows for higher levels of awareness and new comprehensive philosophical understanding, introducing new powerful social imaginary. Such new philosophical reasoning is expected to allow a conception of the world that is no longer just utilitarian, but theoretically necessarily, and not only concessively respectful of diversity with significant, even self-ethical effects.
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Besson, Corine. "Logical Expressivism and Carroll's Regress." Royal Institute of Philosophy Supplement 86 (September 18, 2019): 35–62. http://dx.doi.org/10.1017/s1358246119000043.

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AbstractIn this paper, I address a key argument in favour of logical expressivism, the view that knowing a logical principle such as Modus Ponens is not a cognitive state but a pro-attitude towards drawing certain types of conclusions from certain types of premises. The argument is that logical expressivism is the only view that can take us out of Lewis Carroll's Regress – which suggests that elementary deductive reasoning is impossible. I show that the argument does not hold scrutiny and that logical cognitivism can be vindicated. In the course of the discussion, I draw substantially on a comparison with a similar argument in meta-ethics, for moral expressivism.
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Guarasci, Richard. "Looking Forward in Ominous Times." Metropolitan Universities 30, no. 4 (December 6, 2019): 35–41. http://dx.doi.org/10.18060/23552.

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On the whole, futurists usually suffer badly. Unforeseen challenges, new political realities, technological breakthroughs, and cultural patterns shape futures as well as markets. As one realist once said, “real life happens in‑between plans.” I suspect the future reality lies somewhere in between these two possible pathways. The larger point is that higher education can allow other societal forces to predominate in shaping its future or it can challenge itself to find a pathway to a future where its commitment to deep learning will be predicated on our core values of evidence‑based and logical reasoning, openness to new and challenging ideas and educating students to play their roles as creative, ethical, and civic professionals, all necessary for a dynamic economy and a robust, diverse democracy.
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Correia, Vasco. "The Ethics of Argumentation." Informal Logic 32, no. 2 (June 13, 2012): 222. http://dx.doi.org/10.22329/il.v32i2.3530.

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Normative theories of argumentation tend to assume that logical and dialectical rules suffice to ensure the rationality of argumentative discourse. Yet, in everyday debates people use arguments that seem valid in light of such rules but nonetheless biased and tendentious. This article seeks to show that the rationality of argumentation can only be fully promoted if we take into account its ethical dimension. To substantiate this claim, I review some of the empirical evidence indicating that people’s inferential reasoning is systematically affected by a variety of biases and heuristics. Insofar as these cognitive illusions are typically unintentional, it appears that arguers may be biased despite their well-intended efforts to follow the rules of critical argumentation. Nevertheless, I argue that people remain responsible for the rationality of their arguments, given that there are a number of measures that they can (and ought to) take to avoid such distortions. I highlight the importance of argumentational virtues and critical thinking to rational debates, and describe a set of indirect strategies of “argumentative self-control”.
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Barrett, Bob. "Teaching E-Business Communications to Executive Masters of Business Administration (MBA) and Human Resource Management (HRM) Learners and Professionals." International Journal of Business Administration and Management Research 3, no. 3 (September 28, 2017): 7. http://dx.doi.org/10.24178/ijbamr.2017.3.3.07.

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Communication problems in today’s business world constitute the cause for chaos, conflicts, and sometimes corruption on the behalf of employees and leaders when there is a lack in certain skills sets, ethical and logical reasoning, and overall understanding of the role and function of modern-day communications. Consequently, many communication problems can be prevented with proper standards and procedures. Many executive Masters of Business Administration (EMBA) and Human Resource Management (HRM) programs are now including business communications or components thereof communications and their program offerings. This paper will look at how technology has impacted communications in today’s workplace, as well as how the skill sets of leaders, managers, and employees do affect the communication process. Therefore, a special emphasis will be placed on use of technology, use of electronic communications, and overall training of human capital in today’s organizations. Finally, this paper will address how one university has approached the teaching of business communications with an emphasis on electronic communications in the workplace
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Lamônica, Dionísia Aparecida Cusin, Camila da Costa Ribeiro, Mayara dos Santos Baldin, and Maria de Lourdes Merighi Tabaquim. "Klinefelter syndrome: a speech-language and neuropsychological assessment." Revista CEFAC 20, no. 5 (October 2018): 665–71. http://dx.doi.org/10.1590/1982-021620182056818.

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ABSTRACT The Klinefelter syndrome is a chromosomal aneuploidy caused by additional X chromosomes in men. The diagnosis is made by clinical observation and karyotype examination. Besides other characteristics, the phenotype involves infertility, hypogonadism, gynecomastia, and cognitive alterations, mainly in the language domain. This paper describes the case of a teenager with Klinefelter syndrome and history of difficulties in the learning process, behavioral and communication problems. The ethical guidelines were followed in the present report. The cognitive-communicative, pragmatic and syntactic profile was drawn from the speech and neuropsychological evaluations. The speech-language assessment showed deficits in expression and comprehension. Difficulties were also found in phonological awareness, mathematical operations, reading and writing, access to the lexicon, alterations in pragmatics and occasionally, in syntactics. The neuropsychological evaluation indicated impairments in tasks that require the identification of similarities, establishment of cause-effect relationships and analogies, demonstrating a compromised reasoning for logical operations, with intellectual level incompatible with the chronological age. This interdisciplinary clinical study favors intervention approaches in rehabilitation, to maximize the potential of the individuals affected, contributing to improve their quality of life.
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Green, Jack. "Aristotle's Illicit Quantifier Shift: Is He Guilty or Innocent." Aristos: A biannual journal featuring excellent student works 1, no. 2 (September 2015): 1–18. http://dx.doi.org/10.32613/aristos/2015.1.2.2.

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In accusing Aristotle of committing an illicit quantifier shift, some scholars point to I.i.1094a1-3 of the Nicomachean Ethics and others point to I.ii.1094a18-22. The author of this paper analyses the logical translations of both passages in order to determine the success of the cases for and against Aristotle. Wading through the various translations found in the secondary literature and also analysing the primary text, the author of this paper argues that the correct logical translation of both passages frees Aristotle from the accusation of an illicit quantifier shift. The first passage does not present an argument, but a description of practical reasoning. The second passage is a hypothetical argument that stipulates the conditions of the final end: eudaimonia. The author concludes that one cannot accuse Aristotle of committing the fallacy of the quantifier shift.
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Dissertations / Theses on the topic "Logical and ethical reasoning"

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Dias, M. G. "Logical reasoning." Thesis, University of Oxford, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.233533.

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Leevers, Hilary Janet. "Children's logical reasoning." Thesis, University of Oxford, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.362050.

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Berreby, Fiona. "Models of Ethical Reasoning." Electronic Thesis or Diss., Sorbonne université, 2018. http://www.theses.fr/2018SORUS137.

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Cette thèse s’inscrit dans le cadre du projet ANR eThicAa, dont les ambitions ont été : de définir ce que sont des agents autonomes éthiques, de produire des représentations formelles des conflits éthiques et de leurs objets (au sein d’un seul agent autonome, entre un agent autonome et le système auquel il appartient, entre un agent autonome et un humain, entre plusieurs agents autonomes) et d’élaborer des algorithmes d’explication pour les utilisateurs humains. L’objet de la thèse plus particulièrement a été d’étudier la modélisation de conflits éthiques au sein d’un seul agent, ainsi que la production d’algorithmes explicatifs. Ainsi, le travail présenté ici décrit l’utilisation de langages de haut niveau dans la conception d’agents autonomes éthiques. Il propose un cadre logique nouveau et modulaire pour représenter et raisonner sur une variété de théories éthiques, sur la base d’une version modifiée du calcul des événements, implémentée en Answer Set Programming. Le processus de prise de décision éthique est conçu comme une procédure en plusieurs étapes, capturée par quatre types de modèles interdépendants qui permettent à l’agent d’évaluer son environnement, de raisonner sur sa responsabilité et de faire des choix éthiquement informés. En particulier, un modèle d’action permet à l’agent de représenter des scénarios et les changements qui s’y déroulent, un modèle causal piste les conséquences des décisions prises dans les scénarios, rendant possible un raisonnement sur la responsabilité et l’imputabilité des agents, un modèle du Bien donne une appréciation de la valeur éthique intrinsèque de finalités ou d’évènements, un modèle du Juste détermine les décisions acceptables selon des circonstances données. Le modèle causal joue ici un rôle central, car il permet d’identifier des propriétés que supposent les relations causales et qui déterminent comment et dans quelle mesure il est possible d’en inférer des attributions de responsabilité. Notre ambition est double. Tout d’abord, elle est de permettre la représentation systématique d’un nombre illimité de processus de raisonnements éthiques, à travers un cadre adaptable et extensible en vertu de sa hiérarchisation et de sa syntaxe standardisée. Deuxièmement, elle est d’éviter l’écueil de certains travaux d’éthique computationnelle qui directement intègrent l’information morale dans l’engin de raisonnement général sans l’expliciter – alimentant ainsi les agents avec des réponses atomiques qui ne représentent pas la dynamique sous-jacente. Nous visons à déplacer de manière globale le fardeau du raisonnement moral du programmeur vers le programme lui-même
This thesis is part of the ANR eThicAa project, which has aimed to define moral autonomous agents, provide a formal representation of ethical conflicts and of their objects (within one artificial moral agent, between an artificial moral agent and the rules of the system it belongs to, between an artificial moral agent and a human operator, between several artificial moral agents), and design explanation algorithms for the human user. The particular focus of the thesis pertains to exploring ethical conflicts within a single agent, as well as designing explanation algorithms. The work presented here investigates the use of high-level action languages for designing such ethically constrained autonomous agents. It proposes a novel and modular logic-based framework for representing and reasoning over a variety of ethical theories, based on a modified version of the event calculus and implemented in Answer Set Programming. The ethical decision-making process is conceived of as a multi-step procedure captured by four types of interdependent models which allow the agent to represent situations, reason over accountability and make ethically informed choices. More precisely, an action model enables the agent to appraise its environment and the changes that take place in it, a causal model tracks agent responsibility, a model of the Good makes a claim about the intrinsic value of goals or events, and a model of the Right considers what an agent should do, or is most justified in doing, given the circumstances of its actions. The causalmodel plays a central role here, because it permits identifying some properties that causal relations assume and that determine how, as well as to what extent, we may ascribe ethical responsibility on their basis. The overarching ambition of the presented research is twofold. First, to allow the systematic representation of an unbounded number of ethical reasoning processes, through a framework that is adaptable and extensible by virtue of its designed hierarchisation and standard syntax. Second, to avoid the pitfall of some works in current computational ethics that too readily embed moralinformation within computational engines, thereby feeding agents with atomic answers that fail to truly represent underlying dynamics. We aim instead to comprehensively displace the burden of moral reasoning from the programmer to the program itself
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Romo, Maria Susanna 1968. "Cultural differences in memory and logical reasoning." Thesis, The University of Arizona, 1995. http://hdl.handle.net/10150/291706.

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The focus of this study was to manipulate factors to determine whether mental representations of logical problems differed by culture. The cultural differences hypothesis suggests that Anglo students would be more likely to have a linear representation (e.g. arranging objects that differ in a "line" mentally) whereas Hispanic and Native American students would have a nonlinear (pivot) organization. The results indicated that Hispanic children solved questions better if they appeared in a pivotal format, whereas, Native American and Anglo children performed better if the stimuli were presented in a linear method. With grade level, Hispanic children shifted to the linear format and Anglo and Native American children improved upon the pivot presentation. This suggests that there may be differences in mental representations of objects for Hispanic children that is influenced by acculturation.
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Carbin, Michael (Michael James). "Logical reasoning for approximate and unreliable computation." Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/99813.

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Thesis: Ph. D., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2015.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 343-350).
Improving program performance and resilience are long-standing goals. Traditional approaches include a variety of transformation, compilation, and runtime techniques that share the common property that the resulting program has the same semantics as the original program. However, researchers have recently proposed a variety of new techniques that set aside this traditional restriction and instead exploit opportunities to change the semantics of programs to improve performance and resilience. Techniques include skipping portions of a program's computation, selecting different implementations of program's subcomputations, executing programs on unreliable hardware, and synthesizing values to enable programs to skip or execute through otherwise fatal errors. A major barrier to the acceptance these techniques in both the broader research community and in industrial practice is the challenge that the resulting programs may exhibit behaviors that differ from that of the original program, potentially jeopardizing the program's resilience, safety, and accuracy. This thesis presents the first general programming systems for precisely verifying and reasoning about the programs that result from these techniques. This thesis presents a programming language and program logic for verifying worst-case properties of a transformed program. Specifically the framework, enables verifying that a transformed program satisfies important assertions about its safety (e.g., that it does not access invalid memory) and accuracy (e.g., that it returns a result within a bounded distance of that of the original program). This thesis also presents a programming language and automated analysis for verifying a program's quantitative reliability - the probability the transformed program returns the same result as the original program - when executed on unreliable hardware. The results of this thesis, which include programming languages, program logics, program analysis, and applications thereof, present the first steps toward reaping the benefits of changing the semantics of programs in a beneficial yet principled way.
by Michael James Carbin.
Ph. D.
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Kouri, Teresa. "Logical Instrumentalism." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1472751856.

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Rajaratnam, David Computer Science &amp Engineering Faculty of Engineering UNSW. "Logical approximation and compilation for resource-bounded reasoning." Publisher:University of New South Wales. Computer Science & Engineering, 2008. http://handle.unsw.edu.au/1959.4/41296.

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Providing a logical characterisation of rational agent reasoning has been a long standing challenge in artificial intelligence (AI) research. It is a challenge that is not only of interest for the construction of AI agents, but is of equal importance in the modelling of agent behaviour. The goal of this thesis is to contribute to the formalisation of agent reasoning by showing that the computational limitations of agents is a vital component of modelling rational behaviour. To achieve this aim, both motivational and formal aspects of resource-bounded agents are examined. It is a central argument of this thesis that accounting for computational limitations is critical to the success of agent reasoning, yet has received only limited attention from the broader research community. Consequently, an important contribution of this thesis is in its advancing of motivational arguments in support of the need to account for computational limitations in agent reasoning research. As a natural progression from the motivational arguments, the majority of this thesis is devoted to an examination of propositional approximate logics. These logics represent a step towards the development of resource-bounded agents, but are also applicable to other areas of automated reasoning. This thesis makes a number of contributions in mapping the space of approximate logics. In particular, it draws a connection between approximate logics and knowledge compilation, by developing an approximate knowledge compilation method based on Cadoli and Schaerf??s S-3 family of approximate logics. This method allows for the incremental compilation of a knowledge base, thus reducing the need for a costly recompilation process. Furthermore, each approximate compilation has well-defined logical properties due to its correspondence to a particular S-3 logic. Important contributions are also made in the examination of approximate logics for clausal reasoning. Clausal reasoning is of particular interest due to the efficiency of modern clausal satisfiability solvers and the related research into problem hardness. In particular, Finger's Logics of Limited Bivalence are shown to be applicable to clausal reasoning. This is subsequently shown to logically characterise the behaviour of the well-known DPLL algorithm for determining boolean satisfiability, when subjected to restricted branching.
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Bennett, Brandon. "Logical representations for automated reasoning about spatial relationships." Thesis, University of Leeds, 1997. http://etheses.whiterose.ac.uk/1271/.

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This thesis investigates logical representations for describing and reasoning about spatial situations. Previously proposed theories of spatial regions are investigated in some detail - especially the 1st-order theory of Randell, Cui and Cohn (1992). The difficulty of achieving effective automated reasoning with these systems is observed. A new approach is presented, based on encoding spatial relations in formulae of 0-order ('propositional') logics. It is proved that entailment, which is valid according to the standard semantics for these logics, is also valid with respect to the spatial interpretation. Consequently, well-known mechanisms for propositional reasoning can be applied to spatial reasoning. Specific encodings of topological relations into both the modal logic S4 and the intuitionistic propositional calculus are given. The complexity of reasoning using the intuitionistic representation is examined and a procedure is presented with is shown to be of O(n3) complexity in the number of relations involved. In order to make this kind of representation sufficiently expressive the concepts of model constraint and entailment constraint are introduced. By means of this distinction a 0-order formula may be used either to assert or to deny that a certain spatial constraint holds of some situation. It is shown how the proof theory of a 0-order logical language can be extended by a simple meta-level generalisation to accommodate a representation involving these two types of formula. A number of other topics are dealt with: a decision procedure based on quantifier elimination is given for a large class of formulae within a 1st-order topological language; reasoning mechanisms based on the composition of spatial relations are studied; the non-topological property of convexity is examined both from the point of view of its 1st-order characterisation and its incorporation into a 0-order spatial logic. It is suggested that 0-order representations could be employed in a similar manner to encode other spatial concepts.
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Swanson, Jacqueline V. (Jacqueline Viola). "Ethical Reasoning Among Baccalaureate Female Nursing Students." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc332287/.

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The focus for this study was ethical reasoning among baccalaureate female nursing students. This descriptive and correlational study examined the ethical reasoning of freshmen and senior students at a large southwestern university for women. The research instrument used was the Defining Issues Test developed by Rest. The senior nursing students differed significantly (p < ,05) from the freshmen nursing students in ethical reasoning. However, nursing majors did not differ significantly from the non-nursing majors. A multiple regression analysis was performed that identified two factors associated with ethical reasoning (viz., age and GPA), The correlation coefficients were r= .377 for age and P_ score and r= .315 for GPA and P score. Older students were found to be significantly more advanced in ethical reasoning than were younger students. Students with higher GPAs used principled reasoning significantly more often than did students with lower GPAs. Of interest are the findings related to demographic characteristics, ethnicity, and religious preference. The sample was predominantly white, but a significant difference in use of principled reasoning between whites and non-whites was found. In the sample, whites used ethical reasoning more often than did non-whites. The students in the sample who labeled themselves as Baptists were significantly different from Traditional Christians (Methodists, Episcopalians, Presbyterians, Lutherans, and members of the Church of Christ) and Other Christians (all others, excluding Baptists, Catholics, and the Traditional Christians). The Baptist group used principled reasoning less often than did the other two groups of Christians. The Catholics were not significantly different from the Baptist, Traditional Christian, or Other Christian groups. The results are ambiguous and may reflect only a conservative philosophy or a conservative theological ideology rather than cognitive processing.
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Grimaud, Christel. "Logical modelling of reasoning and learning : a bio-inspired approach." Thesis, Lille 3, 2016. http://www.theses.fr/2016LIL30026/document.

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Dans ce mémoire, on s’inspire des sciences cognitives pour aborder la question de la modélisation logique du raisonnement et de l’apprentissage. Notre principale conviction est qu’il faudrait, pour traiter ce problème, prendre modèle sur la manière dont les agents naturels (c’est à dire les humains et les animaux) procèdent lorsqu’ils raisonnent ou apprennent. Considérant que le raisonnement fait appel à un grand nombre de facultés cognitives distinctes, et qu’il ne serait donc pas raisonnable d’espérer modéliser d’un seul coup l’ensemble du raisonnement humain, on se concentre ici sur un type d’inférences très simples dont on soutient qu’elles constituent le coeur du raisonnement chez tous les animaux à cerveau. On identifie un processus sous-jacent plausible pour ces inférences, d’abord au niveau mental de description, puis au niveau neuronal, et on développe une famille de modèles logiques permettant de le simuler. On s’attache ensuite à produire un ensemble de règles d’inférence caractérisant les relations d’inférence induites par ces modèles. Ces règles résultent du processus suggéré, et doivent donc être vues comme des règles qui, d’après le modèle, émergent fonctionnement des cerveaux. Enfin, on analyse les processus d’apprentissage attachés aux inférences considérées, et on montre comment le formalisme proposé permet de les modéliser. Pour conclure on évoque brièvement les possibles développements futurs du modèle, et notamment on donne quelques indications quant à la manière dont la modélisation d’un certain nombre de facultés additionnelles pourrait être envisagée
In this dissertation, we take inspiration in cognitive sciences to address the issue of the logical modelling of reasoning and learning. Our main thrust is that to address these issues one should take inspiration in the way natural agents (i.e., humans and animals) actually proceed when they draw inferences and learn. Considering that reasoning incorporates a wide range of cognitive abilities, and that it would thus be unreasonable to hope to model the whole of human’s reasoning all at once, we focus here on a very basic kind of inferences that, we argue, can be considered as the primary core of reasoning in all brained animals. We identify a plausible underlying process for these inferences, first at the mental level of description and then at the neural level, and we develop a family of logical models that allow to simulate it. Then we tackle the issue of providing sets of rules to characterise the inference relations induced by these models. These rules are a by-product of the posited process, and should thus be seen as rules that, according to the model, result from the very functioning of brains. Finally we examine the learning processes attached to the considered inferences, and we show how to they can be modelled within our framework. To conclude we briefly discuss possible further developments of the framework, and in particular we give indications about how the modelling of some other cognitive abilities might be envisioned
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Books on the topic "Logical and ethical reasoning"

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Wolfrom, Melinda Katherine. The logic of morality: Investigating the relationship between logical and moral reasoning. [Sweet Briar, Va: Sweet Briar College], 2005.

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Logical reasoning. Belmont, Calif: Wadsworth Pub. Co., 1993.

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Logical reasoning in science & technology. Toronto: J. Wiley & Sons Canada, 1991.

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F, Strawson P. Introduction to logical theory. London: Methuen, 1991.

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Nonmonotonic reasoning: Logical foundations of commonsense. Cambridge: Cambridge University Press, 1991.

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Kiersky, James Hugh. Thinking critically: Techniques for logical reasoning. Minneapolis/St. Paul: West Pub. Co., 1995.

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Flach, Peter A. Simply logical: Intelligent reasoning by example. Chichester: Wiley, 1994.

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Wainman, Grant. Cognitive & logical consistency in syllogistic reasoning. Sudbury, Ont: Laurentian University, Department of Psychology, 1995.

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Legal reasoning: Semantic and logical analysis. New York: P. Lang, 1985.

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Thomson, Anne. Critical Reasoning in Ethics. London: Taylor & Francis Inc, 2004.

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Book chapters on the topic "Logical and ethical reasoning"

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Berreby, Fiona, Gauvain Bourgne, and Jean-Gabriel Ganascia. "Modelling Moral Reasoning and Ethical Responsibility with Logic Programming." In Logic for Programming, Artificial Intelligence, and Reasoning, 532–48. Berlin, Heidelberg: Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-662-48899-7_37.

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Pietarinen, Ahti-Veikko, and Francesco Bellucci. "Habits of Reasoning: On the Grammar and Critics of Logical Habits." In Studies in Applied Philosophy, Epistemology and Rational Ethics, 265–82. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-45920-2_15.

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Meyer, Edwin F., Nickolas Falkner, Raja Sooriamurthi, and Zbigniew Michalewicz. "Logical Reasoning." In Undergraduate Topics in Computer Science, 233–58. London: Springer London, 2014. http://dx.doi.org/10.1007/978-1-4471-6476-0_13.

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Stachniak, Zbigniew. "Logical Preliminaries." In Automated Reasoning Series, 1–21. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-009-1677-7_1.

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Liszka, James Jakób. "Ethical Reasoning." In Charles Peirce on Ethics, Esthetics and the Normative Sciences, 92–101. New York, NY : Routledge, 2021. | Series: Routledge studies in American philosophy: Routledge, 2021. http://dx.doi.org/10.4324/9781003160892-6.

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Antonsen, Roger. "Chapter 16 Reasoning About Models." In Logical Methods, 179–90. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-63777-4_17.

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Duggan, Dominic. "Logical closures." In Logic Programming and Automated Reasoning, 114–28. Berlin, Heidelberg: Springer Berlin Heidelberg, 1994. http://dx.doi.org/10.1007/3-540-58216-9_33.

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Konev, Boris, Michel Ludwig, and Frank Wolter. "Logical Difference Computation with CEX2.5." In Automated Reasoning, 371–77. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-31365-3_29.

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Hitchcock, David. "Non-logical Consequence." In On Reasoning and Argument, 97–114. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-53562-3_7.

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McHugh, Francis P. "Using Ethical Reasoning." In Ethics, 77–83. London: Macmillan Education UK, 1991. http://dx.doi.org/10.1007/978-1-349-12149-6_12.

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Conference papers on the topic "Logical and ethical reasoning"

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ATKOCIUNIENĖ, Vilma, Alvydas ALEKSANDRAVIČIUS, and Romualdas ZEMECKIS. "Public Policy Impact on Prosperity and Resilience of Farms and Agricultural Companies: Lithuanian Case Study." In Rural Development 2015. Aleksandras Stulginskis University, 2015. http://dx.doi.org/10.15544/rd.2015.128.

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The CAP support is mostly focused on the technological modernization of farms, linked with production intensification, and weakly focused on the farms prosperity and resilience. As a result farmers and managers of agricultural companies are only a slightly motivated to produce added value and high quality food products, to use short food supply chains addressing constantly changing consumer needs, or to pay much attention on issues related to climate change. The paper findings are based on the Lithuanian case study carried out as a part of the international research project “Rethinking the links between farm modernization, rural development and resilience in a world of increasing demands and finite resources” (RETHINK). The Lithuanian case study was determining farmers’ behaviour and causal factors in decision-making. The research based on the positive research paradigm, case study, content and descriptive analysis, empirical study methods (answers of two groups of experts experts-professionals and experts-farmers), logical and systematical reasoning, graphic presentation, abstracts and other methods. The present paper is examining the impact of political factors on prosperity and resilience on farms and agricultural companies. The political factors have the highest impact for prosperity of the farms and agricultural companies in Lithuania (as compared to the technical – entrepreneurial, ethical - social factors, and intangible values). The support from the EU and the national funds is not fully in line with the current concept of farms’ modernization and agricultural innovation. The public policy influence on the competitiveness of the agricultural sector is more strengthening than weakening. The results show the main elements that farmers believe should be included in the new concept of rural prosperity, as well as the main strategies adopted to reach prosperity divided into the five sub dimensions: development of the rural social infrastructure and implementation of information technologies; strong self-governance, social awareness and partnership; high culture of life and communication; rural employment and job creation in rural areas, population welfare; economic and social viability, ecology and environmental security of the countryside.
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Ong, D. C. C., S. Khaddaj, and R. Bashroush. "Logical reasoning and decision making." In 2011 IEEE 10th International Conference on Cybernetic Intelligent Systems (CIS). IEEE, 2011. http://dx.doi.org/10.1109/cis.2011.6169130.

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Lindner, Felix, and Martin Mose Bentzen. "The Hybrid Ethical Reasoning Agent IMMANUEL." In HRI '17: ACM/IEEE International Conference on Human-Robot Interaction. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3029798.3038404.

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Hettiarachchi, Chathuranga, Asitha Nanayakkara, Ayesha Dissanayaka, Charith Wijenayake, and Chathura De Silva. "Abandoned object detection with logical reasoning." In 2014 IEEE International Advance Computing Conference (IACC). IEEE, 2014. http://dx.doi.org/10.1109/iadcc.2014.6779486.

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Pfister, Matthew Francis. "Novel Logical Reasoning Tutor (Abstract Only)." In the 47th ACM Technical Symposium. New York, New York, USA: ACM Press, 2016. http://dx.doi.org/10.1145/2839509.2851068.

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Edwards, Laurie D. "Gesture in proof and logical reasoning." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-391.

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Burton, Emanuelle, David Dueber, Judy Goldsmith, Beth Goldstein, Shannon Sampson, and Michael D. Toland. "Assessment of CS Students' Ethical Reasoning Skills." In SIGCSE '20: The 51st ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3328778.3372529.

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Barakat, Nael. "Professional and Soft Skills for Engineering Graduate Students." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-41096.

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Graduate studies in engineering have always been a favorable choice for career advancement, in both the practice and the academic sides of the career. Graduate students constitute a significant population of engineering schools, which brings with it a whole spectrum of questions and issues. To verify the quality of students and their preparedness for graduate studies, checks and balances have been installed to filter these students through investigating their academic records. However, the soft and professional side of the skill set that these students have is not of much significance in these filters. These skills include, but are not limited to, communication, logical reasoning, management, autonomy, and ethics and professionalism. Embedded among these skills is also the intellectual and mental graduation of school. With most students realizing the importance of continuous education and life long learning, many of them are seeking graduate studies. The highly diverse background of these students creates an obvious differential in their ability to meet expectation at that level of academics. This has resulted in many issues arising in graduate schools about the preparedness of the incoming students. To better identify and treat these deficiencies, strategies and applications are being sought. In this paper, a list of the expected soft and professional skills in graduate engineers is provided. A discussion of the most common issues related to this skill set in incoming graduate students is presented. In addition, a strategy that has been designed and applied through a mandatory course in an existing graduate engineering curriculum, at Grand Valley State University (GVSU) School of Engineering (SOE), dealing with these issues, is included. Reflections on the course outcomes and evaluations are also provided.
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Hidayat, Hajan. "The Effect of Moral Reasoning, Ethical Sensitivity, and Ethical Climate on The Accounting Student's Ethical Behavior." In Proceedings of the 1st International Conference on Applied Economics and Social Science (ICAESS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icaess-19.2019.10.

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Leivant, Daniel. "Logical and mathematical reasoning about imperative programs." In the 12th ACM SIGACT-SIGPLAN symposium. New York, New York, USA: ACM Press, 1985. http://dx.doi.org/10.1145/318593.318625.

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Reports on the topic "Logical and ethical reasoning"

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Nickels, Marvin L. Ethical Reasoning: A Comparative Study. Fort Belvoir, VA: Defense Technical Information Center, February 1993. http://dx.doi.org/10.21236/ada263587.

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Lam, Hau-Yan, Jennifer Yurchisin, and Sasikarn Cook. Young Adults' Ethical Reasoning Concerning Fast Fashion Retailers. Ames: Iowa State University, Digital Repository, November 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1739.

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Driesen, Jacob. Differential Effects of Visual and Auditory Presentation on Logical Reasoning. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2546.

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Ahn, Ki Yung. The Nax Language: Unifying Functional Programming and Logical Reasoning in a Language based on Mendler-style Recursion Schemes and Term-indexed Types. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2086.

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