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Men of Mathematics

  • 1 Burgi, Jost

    SUBJECT AREA: Horology
    [br]
    b. 28 February 1552 Lichtensteig, Switzerland
    d. 31 January 1632 Kassel, Germany
    [br]
    Swiss clockmaker and mathematician who invented the remontoire and the cross-beat escapement, also responsible for the use of exponential notation and the calculation of tables of anti-logarithms.
    [br]
    Burgi entered the service of Duke William IV of Hesse in 1579 as Court Clockmaker, although he also assisted William with his astronomical observations. In 1584 he invented the cross-beat escapement which increased the accuracy of spring-driven clocks by two orders of magnitude. During the last years of the century he also worked on the development of geometrical and astronomical instruments for the Royal Observatory at Kassel.
    On the death of Duke Wilhelm in 1603, and with news of his skills having reached the Holy Roman Emperor Rudolph II, in 1604 he went to Prague to become Imperial Watchmaker and to assist in the creation of a centre of scientific activity, subsequently becoming Assistant to the German astronomer, Johannes Kepler. No doubt this association led to an interest in mathematics and he made significant contributions to the concept of decimal fractions and the use of exponential notation, i.e. the use of a raised number to indicate powers of another number. It is likely that he was developing the idea of logarithms at the same time (or possibly even before) Napier, for in 1620 he made his greatest contribution to mathematics, science and, eventually, engineering, namely the publication of tables of anti-logarithms.
    At Prague he continued the series of accurate clocks and instruments for astronomical measurements that he had begun to produce at Kassel. At that period clocks were very poor timekeepers since the controller, the foliot or balance, had no natural period of oscillation and was consequently dependent on the driving force. Although the force of the driving weight was constant, irregularities occurred during the transmission of the power through the train as a result of the poor shape and quality of the gearing. Burgi attempted to overcome this directly by superb craftsmanship and indirectly by using a remontoire. This device was wound at regular intervals by the main driving force and fed the power directly to the escape wheel, which impulsed the foliot. He also introduced the crossbeat escapement (a variation on the verge), which consisted of two coupled foliots that swung in opposition to each other. According to contemporary evidence his clocks produced a remarkable improvement in timekeeping, being accurate to within a minute a day. This improvement was probably a result of the use of a remontoire and the high quality of the workmanship rather than a result of the cross-beat escapement, which did not have a natural period of oscillation.
    Burgi or Prague clocks, as they were known, were produced by very few other makers and were supplanted shortly afterwards by the intro-duction of the pendulum clock. Burgi also produced superb clockwork-driven celestial globes.
    [br]
    Principal Honours and Distinctions
    Ennobled 1611.
    Bibliography
    Burgi only published one book, and that was concerned with mathematics.
    Further Reading
    L.von Mackensen, 1979, Die erste Sternwarte Europas mit ihren Instrumenten and Uhren—400 Jahre Jost Burgi in Kassel, Munich.
    K.Maurice and O.Mayr (eds), 1980, The Clockwork Universe, Washington, DC, pp. 87– 102.
    H.A.Lloyd, 1958, Some Outstanding Clocks Over 700 Years, 1250–1950, London. E.T.Bell, 1937, Men of Mathematics, London: Victor Gollancz.
    See also: Briggs, Henry
    KF / DV

    Biographical history of technology > Burgi, Jost

  • 2 Boole, George

    [br]
    b. 2 November 1815 Lincoln, England
    d. 8 December 1864 Ballintemple, Coounty Cork, Ireland
    [br]
    English mathematician whose development of symbolic logic laid the foundations for the operating principles of modern computers.
    [br]
    Boole was the son of a tradesman, from whom he learned the principles of mathematics and optical-component manufacturing. From the early age of 16 he taught in a number of schools in West Yorkshire, and when only 20 he opened his own school in Lincoln. There, at the Mechanical Institute, he avidly read mathematical journals and the works of great mathematicians such as Lagrange, Laplace and Newton and began to tackle a variety of algebraic problems. This led to the publication of a constant stream of original papers in the newly launched Cambridge Mathematical Journal on topics in the fields of algebra and calculus, for which in 1844 he received the Royal Society Medal.
    In 1847 he wrote The Mathematical Analysis of Logic, which applied algebraic symbolism to logical forms, whereby the presence or absence of properties could be represented by binary states and combined, just like normal algebraic equations, to derive logical statements about a series of operations. This laid the foundations for the binary logic used in modern computers, which, being based on binary on-off devices, greatly depend on the use of such operations as "and", "nand" ("not and"), "or" and "nor" ("not or"), etc. Although he lacked any formal degree, this revolutionary work led to his appointment in 1849 to the Chair of Mathematics at Queen's College, Cork, where he continued his work on logic and also produce treatises on differential equations and the calculus of finite differences.
    [br]
    Principal Honours and Distinctions
    Royal Society Medal 1844. FRS 1857.
    Bibliography
    Boole's major contributions to logic available in republished form include George Boole: Investigation of the Laws of Thought, Dover Publications; George Boole: Laws of Thought, Open Court, and George Boole: Studies in Logic \& Probability, Open Court.
    1872, A Treatise on Differential Equations.
    Further Reading
    W.Kneale, 1948, "Boole and the revival of logic", Mind 57:149.
    G.C.Smith (ed.), 1982, George Boole \& Augustus de Morgan. Correspondence 1842– 1864, Oxford University Press.
    —, 1985, George Boole: His Life and Work, McHale.
    E.T.Bell, 1937, Men of Mathematics, London: Victor Gollancz.
    KF

    Biographical history of technology > Boole, George

  • 3 Briggs, Henry

    [br]
    b. February 1561 Warley Wood, Yorkshire, England
    d. 26 January 1630 Oxford, England
    [br]
    English mathematician who invented common, or Briggsian, logarithms and whose writings led to their general acceptance throughout Europe.
    [br]
    After education at Warley Grammar School, Briggs entered St John's College, Cambridge, in 1577 and became a fellow in 1588. Having been Reader of the Linacre Lecture in 1592, he was appointed to the new Chair in Geometry at Gresham House (subsequently Gresham College), London, in 1596. Shortly after, he concluded that the logarithms developed by John Napier would be much more useful if they were calculated to the decimal base 10, rather than to the base e (the "natural" number 2.71828…), a suggestion with which Napier concurred. Until the advent of modern computing these decimal logarithms were invaluable for the accurate calculations involved in surveying, navigation and astronomy. In 1619 he accepted the Savilian Chair in Geometry at Oxford University, having two years previously published the base 10 logarithms of 1,000 numbers. The year 1624 saw the completion of his monumental Arithmetica Logarithmica, which contained fourteen-figure logarithms of 30,000 numbers, together with their trigonometric sines to fifteen decimal places and their tangents and secants to ten places!
    [br]
    Bibliography
    1617, Logarithmorum Chilias Primi (the first published reference to base 10 logarithms). 1622, A Treatise of the North West Passage to the South Sea: Through the Continent of
    Virginia and by Fretum Hudson.
    1633, Arithmetica Logarithmica, Gouda, the Netherlands; pub. in 1633 as Trigonmetria Britannica, London.
    Further Reading
    E.T.Bell, 1937, Men of Mathematics, London: Victor Gollancz. See also Burgi, Jost.
    KF

    Biographical history of technology > Briggs, Henry

  • 4 elementary

    [-'men-]
    adjective (very simple; not advanced: elementary mathematics.) elementær; grundlæggende; basal; grund-
    * * *
    [-'men-]
    adjective (very simple; not advanced: elementary mathematics.) elementær; grundlæggende; basal; grund-

    English-Danish dictionary > elementary

  • 5 elementary

    adjective (very simple; not advanced: elementary mathematics.) elemental, básico
    elementary adj elemental
    tr[elɪ'mentərɪ]
    1 (basic) elemental, básico,-a
    2 (easy) fácil, sencillo,-a
    \
    SMALLIDIOMATIC EXPRESSION/SMALL
    elementary education enseñanza primaria
    elementary particle partícula elemental
    elementary school escuela primaria
    elementary [.ɛlə'mɛntri] adj
    1) simple: elemental, simple, fundamental
    2) : de enseñanza primaria
    adj.
    • elemental adj.
    'elə'mentəri, ˌelɪ'mentri
    adjective elemental, básico
    [ˌelɪ'mentǝrɪ]
    1. ADJ
    1) (=basic) [idea, precautions, rules] elemental, básico

    elementary politeness requires that... — la cortesía más elemental requiere que...

    elementary, my dear Watson! — ¡elemental, querido Watson!

    2) (=introductory) [maths, level, exercises] elemental, básico

    elementary reading and writing skills — habilidades fpl de lectura y escritura básicas

    2.
    CPD

    elementary education N — (US) enseñanza f primaria

    elementary particle N — partícula f elemental

    elementary school N — (US) escuela f de enseñanza primaria

    elementary student N — (US) alumno(-a) m / f de (la escuela) primaria

    elementary teacher N — (US) maestro(-a) m / f de (enseñanza) primaria

    * * *
    ['elə'mentəri, ˌelɪ'mentri]
    adjective elemental, básico

    English-spanish dictionary > elementary

  • 6 elementary

    adjective (very simple; not advanced: elementary mathematics.) enkelt, elementært
    elementær
    --------
    enkel
    --------
    grei
    --------
    lett
    adj. \/ˌelɪˈment(ə)rɪ\/
    1) elementær
    2) grunn-
    3) nybegynner-
    4) ( kjemi) enkel, grunn-

    English-Norwegian dictionary > elementary

  • 7 elementary

    [-'men-]
    adjective (very simple; not advanced: elementary mathematics.) elementar
    * * *
    el.e.men.ta.ry
    [elim'ent2ri] adj elementar: 1 rudimentar, básico. 2 Chem de um único ou vários elementos. 3 Astr, Phys elementar. elementary particle / partícula elementar.

    English-Portuguese dictionary > elementary

  • 8 elementary

    [-'men-]
    adjective (very simple; not advanced: elementary mathematics.) undirstöðu-

    English-Icelandic dictionary > elementary

  • 9 elementary

    [-'men-]
    adjective (very simple; not advanced: elementary mathematics.) osnoven
    * * *
    [eliméntəri]
    adjective ( elementarily adverb)
    osnoven, prvobiten, začeten; chemistry neločljiv, prvinski; biten
    elementary school — osnovna šola, osemletka

    English-Slovenian dictionary > elementary

  • 10 supplementary

    [-'men-]
    adjective (added to supply what is lacking; additional.) dopolnilen
    * * *
    [sʌpliméntəri]
    1.
    adjective
    dopolnilen, dodaten, naknaden; pomožen; mathematics suplementaren ( angle kot)
    supplementary fee — dodatna taksa, pristojbina
    supplementary order commerce dodatno (naknadno) naročilo;
    2.
    noun
    dopolnilo, dopolnitev, dodatek

    English-Slovenian dictionary > supplementary

  • 11 elementary

    [-'men-]
    adjective (very simple; not advanced: elementary mathematics.) elementārs
    * * *
    elementārs; nedalāms, vienkāršs

    English-Latvian dictionary > elementary

  • 12 elementary

    [-'men-]
    adjective (very simple; not advanced: elementary mathematics.) elementarus, pradinis

    English-Lithuanian dictionary > elementary

  • 13 elementary

    [-'men-]
    adjective (very simple; not advanced: elementary mathematics.) elementární
    * * *
    • základní

    English-Czech dictionary > elementary

  • 14 elementary

    [-'men-]
    adjective (very simple; not advanced: elementary mathematics.) elementárny
    * * *
    • základný
    • jednoduchý

    English-Slovak dictionary > elementary

  • 15 elementary

    [-'men-]
    adjective (very simple; not advanced: elementary mathematics.) ele­mentar

    English-Romanian dictionary > elementary

  • 16 elementary

    [-'men-]
    adjective (very simple; not advanced: elementary mathematics.) στοιχειώδης

    English-Greek dictionary > elementary

  • 17 give

    1. I
    the door gave дверь подалась; the ice gave лед сломался /не выдержал/; the foundations are giving фундамент оседает; at the height of the storm the bridge gave в самый разгар бури мост не выдержал и рухнул; his knees seemed to give ему казалось, что у него подкашиваются ноги; the branch gave but did not break ветка прогнулась, но не сломалась; а soft chair (a bed, a mattress, etc.) gives [when one sits on it] мягкий стул и т. д. проминается [, когда на него садятся]; the frost is beginning to give мороз начинает слабеть
    2. II
    1) give in some manner. give generously /unsparingly, abundantly/ щедро и т. д. давать /дарить, одаривать/; give grudgingly нехотя делать подарки
    2) give in some manner this chair (the mattress, the bed, etc.) gives comfortably (a lot) этот стул и т. д. приятно (сильно) проминается; the springs won't give enough /much/ пружины довольно тугие; the горе has given a good deal веревка сильно растянулась /ослабла/; give for some time the frost did not give all day мороз не отпускал весь день
    3. III
    give smth.
    1) give food (medicine, L 3, etc.) давать еду и т. д., give presents дарить /делать/ подарки; give a grant давать дотацию /пособие/; give a scholarship предоставлять стипендию; give a medal награждать медалью; give alms подавать милостыню
    2) give a message передавать записку /сообщение/; give one's regards передать привет
    3) give a large crop (10 per cent profit, etc.) приносить / давать/ большой урожай и т. д.; give fruit плодоносить; give milk давать молоке; give heat излучать тепло; the lamp gives a poor light лампа светит тускло /дает, излучает тусклый свет/; his work gives good results его работа дает хорошие результаты; two times two /two multiplied by two/ gives four дважды два give четыре
    4) give facts (news, details, the following figures, etc.) приводить /сообщать/ факты и т. д.; give an example /an instance/ приводить /давать/ пример: the dictionary doesn't give this word в словаре нет этого слова; the list gives ten names в списке [приведено /указано/] / список содержит/ десять имен; he gave a full account of the event он все рассказал /дал полный отчет/ об этом событии; he gave no particulars он не сообщил никаких подробностей; give a portrait (a character, the scenery of the country, etc.) нарисовать портрет и т. д.; in his book he gives a description of their customs в своей книге он описывает их нравы; give evidence /testimony/ давать показания; give one's name and address дать /назвать/ свой фамилию и адрес
    5) the thermometer gives forty degrees термометр показывает сорок градусов; the barometer gives rain барометр пошел на дождь; give no sign of life не подавать признаков жизни; give no sign of recognition a) не подать виду, что узнал; б) не узнать; give no sign of embarrassment нисколько не смутиться
    6) give a dinner (a dinner party, a ball, a party, a concert, a performance, etc.) давать /устраивать/ обед и т. д.
    7) give lessons (instruction, exact information, etc.) давать уроки и т. д., give smth. in smth. give lessons in mathematics (instruction in golf, etc.) давать уроки по математике и т. д.; give smth. on smth. give lectures on psychology (on biology, on various subjects, etc.) читать лекции по психологии и т. д., give a lecture прочитать лекцию, выступить с лекцией; give a song (one of Beethoven's sonatas, a concerto, etc.) исполнять песню и т. д., give a recital (a recitation) выступать с сольным концертом (с художественным чтением)
    8) give one's good wishes желать всего доброго / хорошего/; give one's blessing давать свое благословение: give a toast провозглашать тост; give smb.'s health /the health of smb./ поднимать тост за чье-л. здоровье
    9) give a point in the argument уступить по одному какому-л. вопросу в споре; give way /ground/ отступать, сдавать [свои] позиции; the army (our troops, the crowd, etc.) gave way армия и т. д. отступила; the door (the axle, the railing, etc.) gave way дверь и т. д. подалась; the bridge (the ice, the floor, the ground, etc.) gave way мост и т. д. провалился; the rope /the line/ gave way веревка лопнула; my legs gave way у меня подкосились ноги; his health is giving way его здоровье пошатнулось; his strength is giving way силы оставляют его; if he argues don't give way если он будет спорить, не уступайте
    10) give a decision сообщать решение; give judg (e)ment выносить приговор; give notice а) предупреждать о предстоящем увольнении; б) уведомлять
    11) semiaux give a look /а glance/ взглянуть, бросить взгляд; give a jump /а leap/ (под)прыгнуть, сделать прыжок; give a push (a pull) толкнуть (потянуть); give a kick ударить ногой, лягнуть; give a smile улыбнуться; give a kiss поцеловать; give a loud laugh громко засмеяться /рассмеяться/; give a cry /а shout/ издавать крик; give a sigh вздохнуть; give a groan застонать; give a sob всхлипнуть; give a start вздрогнуть; give a nod кивнуть; give a shake [of one's head] отрицательно покачать головой; give an injection делать укол; give a shrug of the shoulders пожать плечами; give a wave of the hand махнуть рукой; give a blow ударить; give a rebuff давать отпор; give a beating задать порку, избить; give chase пускаться в погоню; give a wag of the tail вильнуть хвостом; give an order (a command, instructions, etc.) отдавать приказ /распоряжение/ и т. д.; give an answer /а reply/ давать ответ, отвечать; give help оказывать помощь; give the alert объявлять тревогу; give a warning делать предупреждение; give advice советовать, давать совет; give a suggestion предлагать, выдвигать предложение; give a promise (one's word, one's pledge, etc.) давать обещание и т. д.; give shelter давать /предоставлять/ убежище; give a volley дать залп; the gun gave a loud report раздался громкий ружейный выстрел; give offence обижать, наносить обиду; give battle давать бой; give a chance (an opportunity, power, etc.) предоставлять /давать/ возможность и т. д.
    4. IV
    give smth. somewhere
    1) give back the books you borrowed (my pen, my newspaper, etc.) возвращать книги, которые вы взяли и т. д.; give smth. in some manner give money generously (grudgingly, freely, etc.) щедро и т. д. давать деньги; regularly give presents регулярно делать подарки
    2) give smth. at some time give a message immediately немедленно передать записку
    3) give smth. at some time give profit (10 per cent, etc.) regularly (annually, etc.) регулярно и т. д. приносить прибыль и т. д.
    4) give smth. in some manner give an extract in full (at length, in detail, etc.) приводить отрывок полностью и т. д.
    5) semiaux give smth. in some manner give aid willingly охотно оказывать помощь; give one's answers loudly (distinctly, etc.) давать ответы /отвечать/ громко и т. д.
    5. V
    1) give smb. smth. give me your pencil (him this book, her your hand, me a match, the child a glass of milk, the boy his medicine, etc.) дайте мне ваш карандаш и т. д., give smb. a present сделать кому-л. подарок; give him watch (her a ring, etc.) подарить ему часы и т. д.; give her a bunch of flowers преподнести ей букет цветов; what has he given you? что он вам подарил /преподнес/?; give him a letter from his mother (her a note from me, etc.) передавать ему письмо от матери и т. д.; give an actor a role (him a job, etc.) предлагать /давать/ актеру роль и т. д.; give smb. the place of honour отвести кому-л. почетное место; give me long distance дайте мне междугородную; I give you my word (my promise, my consent, etc.) 'даю вам слово и т. д.; give smb. smth. for smth. give smb. a watch for a present преподнести кому-л. часы в качестве подарка; give women equal pay with men for their work оплачивать труд женщин наравне с трудом мужчин; give smb. smth. in smth. give them parts in his new play распределять между ними роли в его новой пьесе; give smb. smb. she gave him a beautiful baby boy она родила ему прекрасного мальчика
    2) give smb. smth. give him the message (me the letter, etc.) передавать ему записку и т. д.; give smb. one's love (one's compliments, one's kind regards, etc.) передавать кому-л. привет и т. д.; give him my thanks передайте ему мою благодарность; I give you my very best wishes желаю вам всего самого лучшего
    3) give smb. smth. give smb. an illness (measles, a sore throat, etc.) заразить кого-л. какой-л. болезнью и т. д.; you've given me your cold вы заразили меня насморком, я от вас заразился насморком
    4) give smb., smth. smth. give us warmth and light (us fruit, people meat, us milk, us wool and leather, etc.) давать нам тепло и свет и т. д.; give men pleasure (him joy, the children enjoyment, her satisfaction, etc.) доставлять людям удовольствие и т. д.; give smb. [much] pain (much trouble, sorrow, etc.) причинять кому-л. боль и т. д.; too much noise gives me a headache от сильного шума у меня начинается головная боль; give smb. courage (me patience, him strength, her more self-confidence, etc.) придавать кому-л. мужество и т. д.; that gave me the idea of travelling это навело меня на мысль о путешествии; give smth. flavour придавать чему-л. вкус
    5) give smb. smth. give the commission an account of his trip (us a good description of the man, him wrong information, him good proof, etc.) давать комиссии отчет /отчитываться перед комиссией/ о своей поездке и т. д.; give me your opinion сообщите мне свое мнение; give us human nature truthfully (the reader a true picture of his age, etc.) описать /воссоздать/ для нас подлинную картину человеческой природы и т. д.
    6) give smb. smth. give the child a name дать ребенку имя; give smth. smth. give the book a strange title дать книге странное заглавие /название/; this town gave the battle its name эта битва получила название по городу, близ которого она произошла
    7) give smb. smth. give smb. lessons (music lessons, lessons in French, consultations, instruction, etc.) давать кому-л. уроки и т. д., give smb. a concerto (a play, etc.) исполнить для кого-л. концерт и т. д.; give us Bach (us another song, etc.) исполните нам /для нас/ Баха и т. д.; who will give us a song? кто вам споет? || give smb. an example служить кому-л. примером; give the other boys an example подавать другим мальчикам пример
    8) give smb. smth. give smb. good morning (him good day, us good evening, etc.) пожелать кому-л. доброго утра и т. д., give smb. one's blessing благословлять кого-л.; give smb. smth., smb. give them our country (our host, the Governor, etc.) предложить им выпить за нашу страну и т. д.
    9) give smb. smth. give smb. six months' imprisonment (five years, two years of hard labour, etc.) приговорить кого-л. к пяти месяцам тюремного заключения и т. д.
    10) semiaux give smb., smth. smth. give smb. a look (a fleeting glance, etc.) бросить на кого-л. взгляд и т. д.; give smb. a smile улыбнуться кому-л.; give smb. a kiss поцеловать кого-л.; give smb. a blow нанести кому-л. удар, стукнуть кого-л.; give smb. a push толкнуть кого-л.; give smb. a kick лягнуть, ударить кого-л. ногой; give smb. a nod кивнуть кому-л. [головой]; give smb. a beating избить /поколотить/ кого-л.; give one's hat a brush почистить шляпу; give a blackboard a wipe стереть с доски; give smb.'s hand a squeeze сжать или пожать кому-л. руку; give them our support (him help, him a hand, them every assistance, etc.) оказать им поддержку и т. д.; give the matter every care внимательно отнестись к вопросу; give smb. a warning предупреждать кого-л.; give smb. an order (instructions, etc.) отдать кому-л. приказ и т. д.; give smb. an answer /а reply/ давать кому-л. ответ, отвечать кому-л.; my old coat gives me good service мое старое пальто все еще служит мне; give me a chance (him another opportunity, etc.) предоставьте мне возможность и т. д.
    6. VII
    1) give smth. to do smth. give a signal to start (notice to leave, etc.) давать сигнал к отправлению и т. д.; give a push to open the door толкнуть дверь, чтобы она открылась; give a lot to know it (anything to know what happened, the world to have it, the world to secure such a thing, etc.) многое отдать, чтобы узнать это и т. д. || give smb. to understand дать кому-л. понять
    2) give smb. smth. to do give him a book to read (me something to eat, her a glass of water to drink, him the right to complain, him a week to make up his mind, us an hour to get there, myself time to think it over, etc.) дать ему прочесть книгу и т. д.; give a porter one's bags to carry (a groom one's horse to hold, etc.) попросить носильщика отнести вещи и т. д.; give him a letter to mail дать /велеть/ ему отправить письмо; give her a message to deliver дать ей записку для передачи
    7. XI
    1) be given smth. he was given a job (quarters, a rest, etc.) ему дали /предложили/ работу и т. д., he was given a book (a watch, L 50, a ring, etc.) ему подарили книгу и т. д.; be given to smb., smth. a book (a watch, etc.) was given to him ему подарили книгу и т. д., he was given a contract с ним заключили контракт; be given in some manner our services are given free of charge мы оказываем услуги бесплатно; invitations are given gratuitously (periodically, willingly, etc.) приглашения рассылаются бесплатно и т. д., be given somewhere articles (books, etc.) must be given back статьи и т. д. должны быть возвращены
    2) be given to smb. of all the books that have been given to the public on the problem из всех выпущенных по данному вопросу книг
    3) || semiaux I was given to understand that... мне дали понять, что...
    4) be given to smth. be given to idleness (to luxury and pleasure, to drink, to these pursuits, etc.) иметь склонность к безделью и т. д., he is much given to music он увлекается музыкой; be given in so me manner I am not given that way у меня не такой склад /характер/; be given to doing smth. be given to drinking (to day-dreaming, to lying, to contradicting, to swearing, to shooting and hunting, etc.) любить выпить, иметь пристрастие к выпивке и т. д.; he is given to stealing он нечист на руку; he is given to boasting он хвастлив || semiaux (not) be given to smb. to do smth. it is not given to him to understand it (to appreciate beauty, to express his thoughts eloquently, to become famous, etc.) ему не дано понять это и т. д.
    5) be given somewhere the figures (the data, the results, etc.) are given below ( above) цифры и т. д. приведены ниже (выше); as given below (above) как показано /сказано/ ниже (выше); the word (this phrase, etc.) is not given in the dictionary словарь не дает /не приводит/ этого слова и т. д., be given in some manner the prices are given separately цены даются отдельно; this is given as a hypothesis это приводится в виде гипотезы
    6) be given smth. he was given the name of John его назвали Джоном; be given in some manner the subtitle is given rather grandiloquently дан очень пышный подзаголовок
    7) be given at some place the opera (the play, etc.) was first given in Paris (on this stage, etc.) эта опера и т. д. была впервые поставлена в Париже и т. д.; be given at some time the play is to be given again next month пьеса вновь пойдет /пьесу снова покажут/ в следующем месяце
    8) be given smth. be given six years' imprisonment (a severe punishment, a stiff sentence, a reprieve, etc.) получить шесть лет тюрьмы и т. д.; be given for (against) smb. the decision (the judg(e)ment, etc.) was given for (against) the defendant ( the plaintiff, etc.) решение и т. д. было вынесено в пользу (против) обвиняемого и т. д.
    8. XVI
    1) give to /for/ smth., smb. give to the Red Cross (to charity, to the poor, for the relief of the victims of the flood, etc.) жертвовать [средства] в пользу Красного Креста и т. д.
    2) give under smth. the fence (the beam, etc.) may give under the weight забор и т. д. может рухнуть под такой тяжестью; the earth /the soil/ (the marshy ground, etc.) gave under the vehicle под тяжестью машины почва и т. д. осела; the step gave under his feet ступенька сломалась у него под ногами; the lock gave under hard pushing мы напирали на дверь, пока замок не сломался; give on smth. we can't negotiate until each side is willing to give on some points успешные переговоры невозможны [до тех пор], пока каждая сторона не пойдет на определенные уступки
    3) give (up)on (into, onto) smth. the window ( the door, the gate, etc.) gives (up)on the street (on the garden, on the side street, into /on(to)/ the yard, on the sea, etc.) окно и т. д. выходит на улицу и т. д., the road gave onto the highway дорога выходила на шоссе
    9. XVIII
    give oneself to smth. give oneself to mathematics (to study, to science, etc.) посвятить себя математике и т. д.; give oneself to thought (to meditation, to prayer, etc.) предаваться размышлениям и т. д.; the invaders gave themselves to plunder захватчики занимались грабежом
    10. XXI1
    1) give smth. to smb., smth. give a book to each of the boys (food to the hungry, medicine to a patient, money to a beggar, etc.) давать каждому мальчику по книге и т. д.; money to the Red Cross (all his books to the library, his collection to the college, etc.) передать /( пожертвовать/ деньги Красному Кресту и т.
    ; give one's hand to the visitor подать / пожать, протянуть/ руку посетителю; give a part to an actor дать актеру роль; give place to the old woman (to new methods, etc.) уступить место пожилой женщине и т. д.; give her face to the sun подставить лицо солнцу; give smth. for smb., smth. give his life for his friends (for his country, for a cause, etc.) отдать свою жизнь за друзей и т. д.; give smth. to smth., smb. give (no) thought to it (не) задумываться над этим; give [one's] attention to smb. оказывать кому-л. внимание; give credit to smth. прислушиваться к чему-л.; give credit to the report доверять сообщению || give one's ear to smb., smth. прислушиваться к кому-л., чему-л.; give ear to the rumour прислушиваться к тому, что говорят; give one's daughter in marriage выдавать /отдавать/ дочь замуж
    2) give smth. to smb. give the command of the regiment to him поручить ему командование полком; give my love /my kind regards, my compliments/ to her (to your family, etc.) передавать ей и т. д. привет; give smb., smth. into smb., smth. give the children into smb.'s hands (into smb.'s care, into smb.'s charge, etc.) передавать детей в чьи-л. руки и т. д., поручать детей кому-л. и т. д., give the thief into the hands of the police передать вора в руки полиции; give the prisoner into custody отдать заключенного под стражу
    3) give smth. to smth., smb. give perfume to the linen (an edge to the appetite, brilliance to the thing, etc.) придавать белью аромат и т. д.; give a disease to smb. (a cold to the boy, measles to a whole school, etc.) заразить кого-л. какой-л. болезнью и т. д.; give motion to the wheel привести колесо в движение; give currency to smth. пускать что-л. в обращение; give currency to rumours распускать слухи; his novel gave currency to this phrase после выхода в свет его романа это выражение стало крылатым; give rise to smth. породить /вызвать/ что-л.; his behaviour gave rise to rumours его поведение дало повод разговорам
    4) give smth. for smth. give five pounds for the hat (as much as L 3 for this book, a good price for the car, etc.) (заплатать пять фунтов за шляпу и т. д.; how much /what/ did you give for that? сколько вы за это заплатили?; give prizes /premiums/ for the best exhibits выдавать призы за лучшие экспонаты; give smth. to smb. give good wages to the workers хорошо платить рабочим
    5) give smth. to smth., smb. give one's free time to golf (one's mind to scientific research, one's attention to study, one's heart to art, one's energy to political affairs, one's love to her, etc.) отдавать все свое свободное время игре в гольф и т. д.; give one's life to science (to the cause of peace, to study, to one's duty, etc.) отдать /посвятить/ свой жизнь науке и т. д.
    6) give smth. with smth. give the story with many unnecessary particulars (a description with many side remarks, evidence with no trace of bias, etc.) рассказать эту историю со многими ненужными подробностями и т. д.; give the scenery with great fidelity описывать /воспроизводить/ пейзаж с большой точностью; give smth. for smth. give his reasons for his absence (for the delay, for her lateness, etc.) объяснять свое отсутствие и т. д.
    7) give smth. at smth. the bulletin gives the population of the country at 90 millions (the average number of attempts at 3, the number of instances at 8, etc.) в бюллетене указывается, что население этой страны ранки девяноста миллионам и т. д.; give smth. in smth. give 30° in the shade (in the sun) показывать /регистрировать/ тридцать градусов в тени (на солнце)
    8) give smth. to smth. the city gave its name to the battle эта ботва получила название по городу, близ которого она произошла; the largest city gave its name to the province эта область названа по самому большому городу
    9) give smth. for smb. give a dinner (a party, etc.) for 20 guests давать обед и т. д. на двадцать человек /персон/
    10) give smth. to smb. give instruction to a class of adults (lessons to children, interviews to journalists, etc.) давать уроки группе взрослых и т. д., give a talk to the recruits провести беседу с новобранцами
    11) give smth. to smb. give three hearty cheers to the winners встречать победителей троекратным "ура"
    12) || give way to smth., smb. отступать перед чем-л., кем-л.; give way to а саг (to traffic coming in from the right, to the man, etc.) пропускать автомобиль и т. д., давать дорогу автомобилю и т. д.; give way to despair впасть в отчаяние; give way to temptation (to grief, etc.) поддаться соблазну и т. д.; give way to emotions уступить чувствам, быть не в состоянии справиться со своими чувствами; give way to tears не сдержать слезы, расплакаться; give way to his whims (to him, to these impudent demands, etc.) уступать его капризам и т. д., give way to anger не сдержать гнева, дать волю гневу; give place to smth., smb. отступать перед чем-л., кем-л.; spring gave place to summer на смену весне пришло лето
    13) semiaux give smth., to smb., smth. give a blow to smb. нанести кому-л. удар; give a signal to the guard подавать сигнал часовому; give a turn to a key in the lock повернуть ключ в замке; give help to the needy оказывать помощь нуждающимся; give an order to the servants (a command to the soldiers. etc.) отдать распоряжение слугам и т. д.; give an answer to the man ответить этому человеку; give encouragement to the boy ободрить /подбодрить/ мальчика; give chase to a ship [начать] преследовать корабль
    11. XXIV1
    give smth. as smth. give a book (a jack-knife, etc.) as a present давать книгу и т. д. в качестве подарка, дарить книгу и т. д., give smth. as a keepsake дарить что-л. на память

    English-Russian dictionary of verb phrases > give

  • 18 Artificial Intelligence

       In my opinion, none of [these programs] does even remote justice to the complexity of human mental processes. Unlike men, "artificially intelligent" programs tend to be single minded, undistractable, and unemotional. (Neisser, 1967, p. 9)
       Future progress in [artificial intelligence] will depend on the development of both practical and theoretical knowledge.... As regards theoretical knowledge, some have sought a unified theory of artificial intelligence. My view is that artificial intelligence is (or soon will be) an engineering discipline since its primary goal is to build things. (Nilsson, 1971, pp. vii-viii)
       Most workers in AI [artificial intelligence] research and in related fields confess to a pronounced feeling of disappointment in what has been achieved in the last 25 years. Workers entered the field around 1950, and even around 1960, with high hopes that are very far from being realized in 1972. In no part of the field have the discoveries made so far produced the major impact that was then promised.... In the meantime, claims and predictions regarding the potential results of AI research had been publicized which went even farther than the expectations of the majority of workers in the field, whose embarrassments have been added to by the lamentable failure of such inflated predictions....
       When able and respected scientists write in letters to the present author that AI, the major goal of computing science, represents "another step in the general process of evolution"; that possibilities in the 1980s include an all-purpose intelligence on a human-scale knowledge base; that awe-inspiring possibilities suggest themselves based on machine intelligence exceeding human intelligence by the year 2000 [one has the right to be skeptical]. (Lighthill, 1972, p. 17)
       4) Just as Astronomy Succeeded Astrology, the Discovery of Intellectual Processes in Machines Should Lead to a Science, Eventually
       Just as astronomy succeeded astrology, following Kepler's discovery of planetary regularities, the discoveries of these many principles in empirical explorations on intellectual processes in machines should lead to a science, eventually. (Minsky & Papert, 1973, p. 11)
       Many problems arise in experiments on machine intelligence because things obvious to any person are not represented in any program. One can pull with a string, but one cannot push with one.... Simple facts like these caused serious problems when Charniak attempted to extend Bobrow's "Student" program to more realistic applications, and they have not been faced up to until now. (Minsky & Papert, 1973, p. 77)
       What do we mean by [a symbolic] "description"? We do not mean to suggest that our descriptions must be made of strings of ordinary language words (although they might be). The simplest kind of description is a structure in which some features of a situation are represented by single ("primitive") symbols, and relations between those features are represented by other symbols-or by other features of the way the description is put together. (Minsky & Papert, 1973, p. 11)
       [AI is] the use of computer programs and programming techniques to cast light on the principles of intelligence in general and human thought in particular. (Boden, 1977, p. 5)
       The word you look for and hardly ever see in the early AI literature is the word knowledge. They didn't believe you have to know anything, you could always rework it all.... In fact 1967 is the turning point in my mind when there was enough feeling that the old ideas of general principles had to go.... I came up with an argument for what I called the primacy of expertise, and at the time I called the other guys the generalists. (Moses, quoted in McCorduck, 1979, pp. 228-229)
       9) Artificial Intelligence Is Psychology in a Particularly Pure and Abstract Form
       The basic idea of cognitive science is that intelligent beings are semantic engines-in other words, automatic formal systems with interpretations under which they consistently make sense. We can now see why this includes psychology and artificial intelligence on a more or less equal footing: people and intelligent computers (if and when there are any) turn out to be merely different manifestations of the same underlying phenomenon. Moreover, with universal hardware, any semantic engine can in principle be formally imitated by a computer if only the right program can be found. And that will guarantee semantic imitation as well, since (given the appropriate formal behavior) the semantics is "taking care of itself" anyway. Thus we also see why, from this perspective, artificial intelligence can be regarded as psychology in a particularly pure and abstract form. The same fundamental structures are under investigation, but in AI, all the relevant parameters are under direct experimental control (in the programming), without any messy physiology or ethics to get in the way. (Haugeland, 1981b, p. 31)
       There are many different kinds of reasoning one might imagine:
        Formal reasoning involves the syntactic manipulation of data structures to deduce new ones following prespecified rules of inference. Mathematical logic is the archetypical formal representation. Procedural reasoning uses simulation to answer questions and solve problems. When we use a program to answer What is the sum of 3 and 4? it uses, or "runs," a procedural model of arithmetic. Reasoning by analogy seems to be a very natural mode of thought for humans but, so far, difficult to accomplish in AI programs. The idea is that when you ask the question Can robins fly? the system might reason that "robins are like sparrows, and I know that sparrows can fly, so robins probably can fly."
        Generalization and abstraction are also natural reasoning process for humans that are difficult to pin down well enough to implement in a program. If one knows that Robins have wings, that Sparrows have wings, and that Blue jays have wings, eventually one will believe that All birds have wings. This capability may be at the core of most human learning, but it has not yet become a useful technique in AI.... Meta- level reasoning is demonstrated by the way one answers the question What is Paul Newman's telephone number? You might reason that "if I knew Paul Newman's number, I would know that I knew it, because it is a notable fact." This involves using "knowledge about what you know," in particular, about the extent of your knowledge and about the importance of certain facts. Recent research in psychology and AI indicates that meta-level reasoning may play a central role in human cognitive processing. (Barr & Feigenbaum, 1981, pp. 146-147)
       Suffice it to say that programs already exist that can do things-or, at the very least, appear to be beginning to do things-which ill-informed critics have asserted a priori to be impossible. Examples include: perceiving in a holistic as opposed to an atomistic way; using language creatively; translating sensibly from one language to another by way of a language-neutral semantic representation; planning acts in a broad and sketchy fashion, the details being decided only in execution; distinguishing between different species of emotional reaction according to the psychological context of the subject. (Boden, 1981, p. 33)
       Can the synthesis of Man and Machine ever be stable, or will the purely organic component become such a hindrance that it has to be discarded? If this eventually happens-and I have... good reasons for thinking that it must-we have nothing to regret and certainly nothing to fear. (Clarke, 1984, p. 243)
       The thesis of GOFAI... is not that the processes underlying intelligence can be described symbolically... but that they are symbolic. (Haugeland, 1985, p. 113)
        14) Artificial Intelligence Provides a Useful Approach to Psychological and Psychiatric Theory Formation
       It is all very well formulating psychological and psychiatric theories verbally but, when using natural language (even technical jargon), it is difficult to recognise when a theory is complete; oversights are all too easily made, gaps too readily left. This is a point which is generally recognised to be true and it is for precisely this reason that the behavioural sciences attempt to follow the natural sciences in using "classical" mathematics as a more rigorous descriptive language. However, it is an unfortunate fact that, with a few notable exceptions, there has been a marked lack of success in this application. It is my belief that a different approach-a different mathematics-is needed, and that AI provides just this approach. (Hand, quoted in Hand, 1985, pp. 6-7)
       We might distinguish among four kinds of AI.
       Research of this kind involves building and programming computers to perform tasks which, to paraphrase Marvin Minsky, would require intelligence if they were done by us. Researchers in nonpsychological AI make no claims whatsoever about the psychological realism of their programs or the devices they build, that is, about whether or not computers perform tasks as humans do.
       Research here is guided by the view that the computer is a useful tool in the study of mind. In particular, we can write computer programs or build devices that simulate alleged psychological processes in humans and then test our predictions about how the alleged processes work. We can weave these programs and devices together with other programs and devices that simulate different alleged mental processes and thereby test the degree to which the AI system as a whole simulates human mentality. According to weak psychological AI, working with computer models is a way of refining and testing hypotheses about processes that are allegedly realized in human minds.
    ... According to this view, our minds are computers and therefore can be duplicated by other computers. Sherry Turkle writes that the "real ambition is of mythic proportions, making a general purpose intelligence, a mind." (Turkle, 1984, p. 240) The authors of a major text announce that "the ultimate goal of AI research is to build a person or, more humbly, an animal." (Charniak & McDermott, 1985, p. 7)
       Research in this field, like strong psychological AI, takes seriously the functionalist view that mentality can be realized in many different types of physical devices. Suprapsychological AI, however, accuses strong psychological AI of being chauvinisticof being only interested in human intelligence! Suprapsychological AI claims to be interested in all the conceivable ways intelligence can be realized. (Flanagan, 1991, pp. 241-242)
        16) Determination of Relevance of Rules in Particular Contexts
       Even if the [rules] were stored in a context-free form the computer still couldn't use them. To do that the computer requires rules enabling it to draw on just those [ rules] which are relevant in each particular context. Determination of relevance will have to be based on further facts and rules, but the question will again arise as to which facts and rules are relevant for making each particular determination. One could always invoke further facts and rules to answer this question, but of course these must be only the relevant ones. And so it goes. It seems that AI workers will never be able to get started here unless they can settle the problem of relevance beforehand by cataloguing types of context and listing just those facts which are relevant in each. (Dreyfus & Dreyfus, 1986, p. 80)
       Perhaps the single most important idea to artificial intelligence is that there is no fundamental difference between form and content, that meaning can be captured in a set of symbols such as a semantic net. (G. Johnson, 1986, p. 250)
        18) The Assumption That the Mind Is a Formal System
       Artificial intelligence is based on the assumption that the mind can be described as some kind of formal system manipulating symbols that stand for things in the world. Thus it doesn't matter what the brain is made of, or what it uses for tokens in the great game of thinking. Using an equivalent set of tokens and rules, we can do thinking with a digital computer, just as we can play chess using cups, salt and pepper shakers, knives, forks, and spoons. Using the right software, one system (the mind) can be mapped into the other (the computer). (G. Johnson, 1986, p. 250)
        19) A Statement of the Primary and Secondary Purposes of Artificial Intelligence
       The primary goal of Artificial Intelligence is to make machines smarter.
       The secondary goals of Artificial Intelligence are to understand what intelligence is (the Nobel laureate purpose) and to make machines more useful (the entrepreneurial purpose). (Winston, 1987, p. 1)
       The theoretical ideas of older branches of engineering are captured in the language of mathematics. We contend that mathematical logic provides the basis for theory in AI. Although many computer scientists already count logic as fundamental to computer science in general, we put forward an even stronger form of the logic-is-important argument....
       AI deals mainly with the problem of representing and using declarative (as opposed to procedural) knowledge. Declarative knowledge is the kind that is expressed as sentences, and AI needs a language in which to state these sentences. Because the languages in which this knowledge usually is originally captured (natural languages such as English) are not suitable for computer representations, some other language with the appropriate properties must be used. It turns out, we think, that the appropriate properties include at least those that have been uppermost in the minds of logicians in their development of logical languages such as the predicate calculus. Thus, we think that any language for expressing knowledge in AI systems must be at least as expressive as the first-order predicate calculus. (Genesereth & Nilsson, 1987, p. viii)
        21) Perceptual Structures Can Be Represented as Lists of Elementary Propositions
       In artificial intelligence studies, perceptual structures are represented as assemblages of description lists, the elementary components of which are propositions asserting that certain relations hold among elements. (Chase & Simon, 1988, p. 490)
       Artificial intelligence (AI) is sometimes defined as the study of how to build and/or program computers to enable them to do the sorts of things that minds can do. Some of these things are commonly regarded as requiring intelligence: offering a medical diagnosis and/or prescription, giving legal or scientific advice, proving theorems in logic or mathematics. Others are not, because they can be done by all normal adults irrespective of educational background (and sometimes by non-human animals too), and typically involve no conscious control: seeing things in sunlight and shadows, finding a path through cluttered terrain, fitting pegs into holes, speaking one's own native tongue, and using one's common sense. Because it covers AI research dealing with both these classes of mental capacity, this definition is preferable to one describing AI as making computers do "things that would require intelligence if done by people." However, it presupposes that computers could do what minds can do, that they might really diagnose, advise, infer, and understand. One could avoid this problematic assumption (and also side-step questions about whether computers do things in the same way as we do) by defining AI instead as "the development of computers whose observable performance has features which in humans we would attribute to mental processes." This bland characterization would be acceptable to some AI workers, especially amongst those focusing on the production of technological tools for commercial purposes. But many others would favour a more controversial definition, seeing AI as the science of intelligence in general-or, more accurately, as the intellectual core of cognitive science. As such, its goal is to provide a systematic theory that can explain (and perhaps enable us to replicate) both the general categories of intentionality and the diverse psychological capacities grounded in them. (Boden, 1990b, pp. 1-2)
       Because the ability to store data somewhat corresponds to what we call memory in human beings, and because the ability to follow logical procedures somewhat corresponds to what we call reasoning in human beings, many members of the cult have concluded that what computers do somewhat corresponds to what we call thinking. It is no great difficulty to persuade the general public of that conclusion since computers process data very fast in small spaces well below the level of visibility; they do not look like other machines when they are at work. They seem to be running along as smoothly and silently as the brain does when it remembers and reasons and thinks. On the other hand, those who design and build computers know exactly how the machines are working down in the hidden depths of their semiconductors. Computers can be taken apart, scrutinized, and put back together. Their activities can be tracked, analyzed, measured, and thus clearly understood-which is far from possible with the brain. This gives rise to the tempting assumption on the part of the builders and designers that computers can tell us something about brains, indeed, that the computer can serve as a model of the mind, which then comes to be seen as some manner of information processing machine, and possibly not as good at the job as the machine. (Roszak, 1994, pp. xiv-xv)
       The inner workings of the human mind are far more intricate than the most complicated systems of modern technology. Researchers in the field of artificial intelligence have been attempting to develop programs that will enable computers to display intelligent behavior. Although this field has been an active one for more than thirty-five years and has had many notable successes, AI researchers still do not know how to create a program that matches human intelligence. No existing program can recall facts, solve problems, reason, learn, and process language with human facility. This lack of success has occurred not because computers are inferior to human brains but rather because we do not yet know in sufficient detail how intelligence is organized in the brain. (Anderson, 1995, p. 2)

    Historical dictionary of quotations in cognitive science > Artificial Intelligence

  • 19 Philosophy

       And what I believe to be more important here is that I find in myself an infinity of ideas of certain things which cannot be assumed to be pure nothingness, even though they may have perhaps no existence outside of my thought. These things are not figments of my imagination, even though it is within my power to think of them or not to think of them; on the contrary, they have their own true and immutable natures. Thus, for example, when I imagine a triangle, even though there may perhaps be no such figure anywhere in the world outside of my thought, nor ever have been, nevertheless the figure cannot help having a certain determinate nature... or essence, which is immutable and eternal, which I have not invented and which does not in any way depend upon my mind. (Descartes, 1951, p. 61)
       Let us console ourselves for not knowing the possible connections between a spider and the rings of Saturn, and continue to examine what is within our reach. (Voltaire, 1961, p. 144)
       As modern physics started with the Newtonian revolution, so modern philosophy starts with what one might call the Cartesian Catastrophe. The catastrophe consisted in the splitting up of the world into the realms of matter and mind, and the identification of "mind" with conscious thinking. The result of this identification was the shallow rationalism of l'esprit Cartesien, and an impoverishment of psychology which it took three centuries to remedy even in part. (Koestler, 1964, p. 148)
       It has been made of late a reproach against natural philosophy that it has struck out on a path of its own, and has separated itself more and more widely from the other sciences which are united by common philological and historical studies. The opposition has, in fact, been long apparent, and seems to me to have grown up mainly under the influence of the Hegelian philosophy, or, at any rate, to have been brought out into more distinct relief by that philosophy.... The sole object of Kant's "Critical Philosophy" was to test the sources and the authority of our knowledge, and to fix a definite scope and standard for the researches of philosophy, as compared with other sciences.... [But Hegel's] "Philosophy of Identity" was bolder. It started with the hypothesis that not only spiritual phenomena, but even the actual world-nature, that is, and man-were the result of an act of thought on the part of a creative mind, similar, it was supposed, in kind to the human mind.... The philosophers accused the scientific men of narrowness; the scientific men retorted that the philosophers were crazy. And so it came about that men of science began to lay some stress on the banishment of all philosophic influences from their work; while some of them, including men of the greatest acuteness, went so far as to condemn philosophy altogether, not merely as useless, but as mischievous dreaming. Thus, it must be confessed, not only were the illegitimate pretensions of the Hegelian system to subordinate to itself all other studies rejected, but no regard was paid to the rightful claims of philosophy, that is, the criticism of the sources of cognition, and the definition of the functions of the intellect. (Helmholz, quoted in Dampier, 1966, pp. 291-292)
       Philosophy remains true to its classical tradition by renouncing it. (Habermas, 1972, p. 317)
       I have not attempted... to put forward any grand view of the nature of philosophy; nor do I have any such grand view to put forth if I would. It will be obvious that I do not agree with those who see philosophy as the history of "howlers" and progress in philosophy as the debunking of howlers. It will also be obvious that I do not agree with those who see philosophy as the enterprise of putting forward a priori truths about the world.... I see philosophy as a field which has certain central questions, for example, the relation between thought and reality.... It seems obvious that in dealing with these questions philosophers have formulated rival research programs, that they have put forward general hypotheses, and that philosophers within each major research program have modified their hypotheses by trial and error, even if they sometimes refuse to admit that that is what they are doing. To that extent philosophy is a "science." To argue about whether philosophy is a science in any more serious sense seems to me to be hardly a useful occupation.... It does not seem to me important to decide whether science is philosophy or philosophy is science as long as one has a conception of both that makes both essential to a responsible view of the world and of man's place in it. (Putnam, 1975, p. xvii)
       What can philosophy contribute to solving the problem of the relation [of] mind to body? Twenty years ago, many English-speaking philosophers would have answered: "Nothing beyond an analysis of the various mental concepts." If we seek knowledge of things, they thought, it is to science that we must turn. Philosophy can only cast light upon our concepts of those things.
       This retreat from things to concepts was not undertaken lightly. Ever since the seventeenth century, the great intellectual fact of our culture has been the incredible expansion of knowledge both in the natural and in the rational sciences (mathematics, logic).
       The success of science created a crisis in philosophy. What was there for philosophy to do? Hume had already perceived the problem in some degree, and so surely did Kant, but it was not until the twentieth century, with the Vienna Circle and with Wittgenstein, that the difficulty began to weigh heavily. Wittgenstein took the view that philosophy could do no more than strive to undo the intellectual knots it itself had tied, so achieving intellectual release, and even a certain illumination, but no knowledge. A little later, and more optimistically, Ryle saw a positive, if reduced role, for philosophy in mapping the "logical geography" of our concepts: how they stood to each other and how they were to be analyzed....
       Since that time, however, philosophers in the "analytic" tradition have swung back from Wittgensteinian and even Rylean pessimism to a more traditional conception of the proper role and tasks of philosophy. Many analytic philosophers now would accept the view that the central task of philosophy is to give an account, or at least play a part in giving an account, of the most general nature of things and of man. (Armstrong, 1990, pp. 37-38)
       8) Philosophy's Evolving Engagement with Artificial Intelligence and Cognitive Science
       In the beginning, the nature of philosophy's engagement with artificial intelligence and cognitive science was clear enough. The new sciences of the mind were to provide the long-awaited vindication of the most potent dreams of naturalism and materialism. Mind would at last be located firmly within the natural order. We would see in detail how the most perplexing features of the mental realm could be supported by the operations of solely physical laws upon solely physical stuff. Mental causation (the power of, e.g., a belief to cause an action) would emerge as just another species of physical causation. Reasoning would be understood as a kind of automated theorem proving. And the key to both was to be the depiction of the brain as the implementation of multiple higher level programs whose task was to manipulate and transform symbols or representations: inner items with one foot in the physical (they were realized as brain states) and one in the mental (they were bearers of contents, and their physical gymnastics were cleverly designed to respect semantic relationships such as truth preservation). (A. Clark, 1996, p. 1)
       Socrates of Athens famously declared that "the unexamined life is not worth living," and his motto aptly explains the impulse to philosophize. Taking nothing for granted, philosophy probes and questions the fundamental presuppositions of every area of human inquiry.... [P]art of the job of the philosopher is to keep at a certain critical distance from current doctrines, whether in the sciences or the arts, and to examine instead how the various elements in our world-view clash, or fit together. Some philosophers have tried to incorporate the results of these inquiries into a grand synoptic view of the nature of reality and our human relationship to it. Others have mistrusted system-building, and seen their primary role as one of clarifications, or the removal of obstacles along the road to truth. But all have shared the Socratic vision of using the human intellect to challenge comfortable preconceptions, insisting that every aspect of human theory and practice be subjected to continuing critical scrutiny....
       Philosophy is, of course, part of a continuing tradition, and there is much to be gained from seeing how that tradition originated and developed. But the principal object of studying the materials in this book is not to pay homage to past genius, but to enrich one's understanding of central problems that are as pressing today as they have always been-problems about knowledge, truth and reality, the nature of the mind, the basis of right action, and the best way to live. These questions help to mark out the territory of philosophy as an academic discipline, but in a wider sense they define the human predicament itself; they will surely continue to be with us for as long as humanity endures. (Cottingham, 1996, pp. xxi-xxii)
       In his study of ancient Greek culture, The Birth of Tragedy, Nietzsche drew what would become a famous distinction, between the Dionysian spirit, the untamed spirit of art and creativity, and the Apollonian, that of reason and self-control. The story of Greek civilization, and all civilizations, Nietzsche implied, was the gradual victory of Apollonian man, with his desire for control over nature and himself, over Dionysian man, who survives only in myth, poetry, music, and drama. Socrates and Plato had attacked the illusions of art as unreal, and had overturned the delicate cultural balance by valuing only man's critical, rational, and controlling consciousness while denigrating his vital life instincts as irrational and base. The result of this division is "Alexandrian man," the civilized and accomplished Greek citizen of the later ancient world, who is "equipped with the greatest forces of knowledge" but in whom the wellsprings of creativity have dried up. (Herman, 1997, pp. 95-96)

    Historical dictionary of quotations in cognitive science > Philosophy

  • 20 MAC

    1) Общая лексика: hum. сокр. Mammalian Artificial Chromosome, hum. сокр. Marker And Cell, (Media Access Control) управление доступом к среде (1. Подуровень канального уровня ( семиуровневой модели OSI). Определяет методы доступа к среде передачи данных, формат кадров и адресацию. 2. Часть протокола канального ур), move, add and change, moves, adds and changes, Midlands Arts Centre
    2) Компьютерная техника: Motorola Advanced Computer, Multiple Architecture Computer
    6) Спорт: Mid America Conference
    7) Военный термин: Maintenance Advisory Committee, Make A Change, Marine amphibious corps, Maritime Air Command, Medical Administration Corps, Military Affairs Committee, Military Areas of Coordination, Military Armistice Commission, Military Assistance Command, Military Aviation College, Missile Advisory Committee, Missile Analysis Center, Mission Assurance Category, Mixed Armistice Commission, Mobile Inshore Undersea Warfare Attack Craft, Multi-Array Correlator, main allocation chart, maintenance allocation chart, major air command, maneuver area command, manpower authorization change, maximum admissible concentration, maximum air concentration, medium armoured car, military aid to the community, missile activation circuit, mission assignment code, mobilization availability category, mock air combat, motor ambulance convoy, смешанная комиссия по перемирию, Military Airlift Command (Now Air Mobility Command), Military Airlift Command (сейчас AMC)
    9) Шутливое выражение: Machine Always Crashes
    10) Юридический термин: Middle Aged Cops, (Material Adverse Change) существенное неблагоприятное изменение обстоятельств
    11) Страхование: Maritime Arbitration Commission
    12) Грубое выражение: Must Act Crappy
    14) Металлургия: metal-arc cutting
    15) Телекоммуникации: Media Access Control (IEEE 802)
    16) Сокращение: Macedonian, Mainland China Affairs Council (Taiwan), Mean Aerodynamic Chord, Medium Armored Car (USA), Military Airlift Command (Now defunct (USAF)), Modular Artillery Charge system (US Army), Multiply ACcumulate (computer operation), machine-aided cognition, military aircraft command, monitor and control, multi-application computer, multiple access computer, an MIT interdepartmental lab (renamed to LCS; stands for many things), Maintenance Analysis Centre, Military Air Command, Multiple Access Channel, Multiplier-Accumulator, Multiply and Accumulate
    19) Электроника: Multiplexed Analogue Components
    20) Вычислительная техника: media access control, memory address controller, microprocessor-array computer, multiplexed analog component, расширение файлов растровых изображений MacPaint, Membership Advisory Committee (ICANN), Media Access Control (ISO, OSI, LAN, WLAN), Mandatory Access Control (MLS), Message Authentication Code (SSL, SRT, Verschluesselung), an MIT interdepartmental lab (stands for many things, renamed to LCS)
    21) Нефть: MPC, maximum acceptable concentration, maximum permissible concentration, карта распределения работ по техническому обслуживанию (maintenance allocation chart), консультативный комитет по техническому обслуживанию (maintenance advisory committee), максимальная допустимая концентрация (minimal allowable concentration), пункт анализа работ по техническому обслуживанию (maintenance analysis center), maximal allowable concentration
    22) Анестезиология: monitored anesthesia care (анестезиологическое сопровождение), Минимальная альвеолярная концентрация
    23) Иммунология: membrane attack complex
    24) Космонавтика: Middle Atmosphere Co-operation programme
    26) Воздухоплавание: Multi Access Computer
    30) Глоссарий компании Сахалин Энерджи: mechanical acceptance certificate, (P) manual alarm call (point), генподряд по системам автоматизации, major automatization contractor главный подрядчик по автоматизации
    31) Образование: Minority Achievement Committee
    34) Полимеры: maximum allowable concentration
    35) Программирование: Measured Attenuation Correction
    36) Автоматика: manual adaptive control
    38) Химическое оружие: MAC daily average
    39) Безопасность: message authentication check
    40) Криптография: (Message Authentication Code) имитозащита (по крайней мере, в частных случаях программисты имеют в виду это)
    43) Нефтеперерабатывающие заводы: Кнопки аварийной пожарной сигнализации
    45) Общественная организация: Missions Across Canada
    47) Международная торговля: Market Access & Compliance

    Универсальный англо-русский словарь > MAC

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