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PHI 378: Minds and Machines

Joe Hedger, Instructor


Spring 2017, Syracuse University
Tues & Thurs 11:00 am12:20 pm
Hall of Languages 115

Course Description

This course will examine philosophical issues in the foundations of Artificial


Intelligence and Cognitive Science. We will read primary sources, mostly by
philosophers in the Analytic tradition, but also some philosophical writings by
scientists and mathematicians who played key roles in creating the fields of
Artificial Intelligence and Robotics.

Some questions and themes we will explore include the following: What does
it mean to think? Can animals think? Can machines think? What is the best
way to model human thinking in a computer program? Can thinking be a
process of symbol manipulation? Do our minds extend beyond our brains and
into our iPhones? Is the human mind a general all-purpose mechanism, or a
modular hodge-podge of specialized mechanisms slapped together through
the process of natural selection? Can a machine be conscious? Is
consciousness necessary for human-like intelligence? If a robot or other
machine (e.g. computer-controlled car or weapon) does something immoral,
who is responsible? The Turing Test; connectionism; Artificial Life and
robotics; Folk Psychology and mental causation; Artificial intelligence and
ethics; and the Extended Mind thesis. We may also incorporate current
events where relevant.

Texts

The following text is required for the course. It can be found in the University
Bookstore or through various online sources. (If you dont purchase it in the
bookstore please be sure you are buying the correct edition!) A few of the
readings are not in the text and will be posted on Blackboard.

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The reading load is not largewe will discuss roughly one article per class
sessionbut some of the material is difficult and so may take longer to read
than expected. Please plan accordingly. It is absolutely essential that you
have read the articles before you come to class. If you havent read them,
you cant discuss them; and if you cant discuss them, then you cannot
receive credit for class participation. We will also do a number of reading
responses which may be due 24 hours before the class session that we are
supposed to discuss the reading, and these will be graded.

Mind Design II, Edited by John Haugeland (MIT Press)

Recommended but not required: Andy Clarks excellent introduction to the


Philosophy of Cognitive Science is very clear and informative. This is an
excellent source for helping you to understand most of the issues raised in
our readings. The appendices also provide useful background information for
those who have not previously taken a Philosophy of Mind course. This book
was updated a couple of years ago, and so for those particularly interested in
the topic this book has excellent recommendations for further reading, and
also touches upon more issues which we wont have time to delve into this
semester.

Mindware, 2nd edition by Andy Clark (Oxford University Press)

Contacting the Instructor

Email: jhedger@syr.edu (Please include PHI 378 in the subject line.)

Office hours: To be announced Stop by and chat so I dont get bored! (If
possible, shoot me an email to let me know youre coming.)

Assessment

Students will be graded on 4 essay exams given at the end of each topic
section, and a short paper writing assignment (2500-3000 words, or about 7-
10 typed pages). These will all be in the form of an argumentative essay
you must take a stand on something related to the readings and then
provide evidence for it. The exams are each worth 15% of the final course

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grade, and the paper is worth 20%. Due dates and times can be found below,
in the Class Schedule.

It is essential that readings are done by the date we are to discuss them,
which can be found below in the Class Schedule.

Class participation is very important. Plato wrote in dialogue form, and


analytic philosophy has progressed through dialectic ever since. Discussion
of arguments and ideas is a crucial part of this process. The way to get good
at philosophy and critical thinking is to practice doing it, and the dialectic is
how we do philosophy. 20% of the final grade will be based on class
participation. In order to receive credit for this you need to be present for
class and you need to say something relevant in class each week. Some
students are initially uncomfortable talking in class. This is understandable,
but needs to be overcome in order to receive a good grade for class
participation.

It is also crucial that students practice openness and respect for others
during these discussions. In days past it was commonplace for philosophical
discussions to be rather combative and competitive, including discussions in
the classroom. However, thankfully we have moved on from this. I view the
dialectic as a cooperative process, where bouncing ideas off of each other
allows us all to ratchet up closer to the truth.

Needless to say (I hope), doing the assigned readings is crucial for


performing well in this class. This will allow us to devote class time to
discussion, as opposed to traditional (but boring) class structures where a
large amount of time is spent on lectures which basically rehash the readings
which should have already been studied prior to the class meeting.
Remember that 20% of the final grade will be based upon Class Participation.
Please recognize that this is a large portion of your grade; participation can
be the difference between an F and a B! A large part of the participation
grade is based upon student comments on the readings. In order to receive
credit for participation, students will need to make a contribution to class
discussion which makes it clear that they have read the material for that day.
If you didnt understand something in the reading, just ask in class! The
readings are short but sometimes difficult.

Class discussion is also very important for other reasons. Plato wrote in
dialogue form, and analytic philosophy has progressed through dialectic ever
since. Discussion of arguments and ideas is a crucial part of this process.

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There is no Final (cumulative) Exam for this course, so we will not meet over
Finals Week.

Class Schedule and Assignments

Unit One: Origins of Artificial Intelligence: Symbol Systems and the Turing
Test

Unit Two: Criticisms of the Artificial Intelligence program, and Intelligence


without Representation

Unit Three: Connectionism and Folk Psychology

Unit Four: The Extended Mind and Consciousness

Please note that the readings marked as handout are available on


Blackboard to read or print out. Chapters refer to our required text, Mind
Design II.

Readings or other assignments are subject to change by the instructor.

Due dates for readings, exams, and essays:

1/17 Course Introduction and 1/19 Chapter 1, Haugeland


Syllabus
1/24 Chapter 2, Turing 1/26 Handout: Moor, Turing Test
[?video in class: Animal [video in class: Turing Test]
Intelligence]
1/31 Chapter 4, Newell & Simon 2/2 Review for Exam 1
2/7 Exam 1 2/9 Chapter 6, Dreyfuss
2/14 Chapter 7, Searle 2/16 Chapter 3, Dennett
2/21 Chapter 15, Brooks 2/23 Handout: Brooks, Flesh and
Machines
2/28 Film in class: Ex Machina 3/2 Film in class: Ex Machina
[Midsemester Progress Reports
Due]
3/7 Review for Exam 2 3/9 Exam 2
3/14 Spring Break; No Class 3/16 Spring Break; No Class
3/21 Chapter 9, Smolensky 3/23 Chapter 12, Fodor & Pylyshyn
3/28 Chapter 13, Ramsey, Stich & 3/30 Handout: Fodor,

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Garon Psychosemantics
4/4 Chapter 14, Clark 4/6 Review for Exam 3
4/11 Exam 3 4/13 Handout: Clark & Chalmers,
The Extended Mind;
Chalmers, introduction to
Supersizing the Mind
4/18 Handout: Van Gulick, 4/20 Handout: McGinn, Could a
Consciousness, intrinsic machine be conscious?
intentionality and self-
understanding machines
4/25 Paper Due 4/27 Review for Exam 4
Chapter 16, van Gelder
5/2 Exam 4

Reading Philosophy

Reading in Philosophy courses tends to differ from that for other disciplines.
We tend to read less in our classes, but also to read much more carefully. You
may want to read assignments more than once in order to get a fuller
understanding. This is a skill which requires practice. If you are having
difficulty with the reading or want to talk about it more outside of class,
come see me during office hours.

Writing Philosophy

Writing for philosophy differs a little from writing for other disciplines. We will
talk more about the specifics in class, but in a nutshell analytic philosophy
emphasizes content over aesthetics. Try to avoid flowery language or long
introductionsjump right in and get straight to the point. Philosophy also
emphasizes clarity. To this end, try to be as clear and precise as possible
using the simplest language that you can. Be specific and explain exactly
what you mean.

Religious Observances

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SUs religious observances policy, found at
http://supolicies.syr.edu/emp_ben/religious_observance.htm, recognizes the
diversity of faiths represented among the campus community and protects
the rights of students, faculty, and staff to observe religious holy days
according to their tradition. Under the policy, students are provided an
opportunity to make up any examination, study, or work requirements that
may be missed due to a religious observance provided they notify their
instructors before the end of the second week of classes. For this semester,
an online notification process is available through MySlice/Student
Services/Enrollment/My Religious Observances from the first day of class
until the end of the second week of class.

Disabilities

If you believe that you need accommodations for a disability, please contact
the Office of Disability Services(ODS), http://disabilityservices.syr.edu,
located in Room 309 of 804 University Avenue, or call (315) 443-4498 for an
appointment to discuss your needs and the process for requesting
accommodations. ODS is responsible for coordinating disability-related
accommodations and will issue students with documented Disabilities
Accommodation Authorization Letters, as appropriate. Since
accommodations may require early planning and generally are not provided
retroactively, please contact ODS as soon as possible.

Syracuse University and I are committed to your success and to supporting


Section 504 of the Rehabilitation Act of 1973. This means that in general no
individual who is otherwise qualified shall be excluded from participation in,
be denied benefits of, or be subjected to discrimination under any program
or activity, solely by reason of having a disability.

Academic Integrity

Syracuse University sets high standards for academic integrity. Those


standards are supported and enforced by students, including those who
serve as academic integrity hearing panel members and hearing officers.
The presumptive sanction for a first offense is course failure, accompanied
by the transcript notation Violation of the Academic Integrity Policy.

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Students should review the Office of Academic Integrity online resource
Twenty Questions and Answers About the Syracuse University Academic
Integrity Policy (found at http://academicintegrity.syr.edu/faculty-resources/)
and confer with instructors about course-specific citation methods, permitted
collaboration (if any), and rules for examinations. The Policy also governs the
veracity of signatures on attendance sheets and other verification of
participation in class activities (PDF can be found at
http://academicintegrity.syr.edu/academic-integrity-policy/). Additional
guidance for students can be found in the Office of Academic Integrity
resource: What does academic integrity mean?
(http://academicintegrity.syr.edu/what-does-academic-integrity-mean/).

Plagiarism is a very serious offense. If you are unsure of whether or how you
should cite something, be sure to contact the Writing Center or myself. Any
plagiarism will result in a grade of zero for the assignment, an F in the
course, and will be reported to the Academic integrity Office. Dont do it. If
youre stuck on a writing assignment or worried about it or some emergency
comes up, email me or come talk to me, dont resort to presenting someone
elses work as your own.

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