Noncomputational Versus Computational Conceptions of Reason: Contrasting Educational Implications  

Oleh:

Martin, James E. ; Davenport, Daniel M.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Bulletin of Science, Technology & Society vol. 19 no. 1 (Feb. 1999), page 25-31.
Fulltext: 25BSTS191.pdf (39.93KB)

Isi artikel

Current conceptions of the integration of computers into society often depend on the view that the human mind, as well as the computer, is a computational system. This view is widely taken to have broad implications for educational policy. We present a critique of the premise and some of the conclusions of the above argument. It is here shown that the thesis that the human mind is a computational system is, in principle, not scientifically supportable. It is also shown that, even if the computational theory of mind were held for non-scientific reasons, the educational implications often derived from it do not follow.

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