The Importance of Learning History and Philosophy of Computing

Computers have invaded our offices, our homes, cars and coffee-pots; they have become ubiquitous. However, the advance of computing technologies is associated with an increasing lack of “visibility” of the underlying software and hardware technologies. While we use and accept the computer, we neither know its history nor functionality. In this paper, we argue that this is not a healthy situation. Also, recruitment onto UK Computing degree courses is steadily falling; these courses are appearing less attractive to school-leavers. This may be associated with the increasing ubiquity. In this paper we reflect on an MSc. module of instruction, Concepts and Philosophy of Computing, and a BSc. module Computer Games Development developed at the University of Worcester which address these issues. We propose that the elements of these modules form a necessary part of the education of all citizens, and we suggest how this may be realized. We also suggest how to re-enthuse our youth about computing as a discipline and halt the drop in recruitment.

The Importance of Learning History and Philosophy of Computing

Computers have invaded our offices, our homes, cars and coffee-pots; they have become ubiquitous. However, the advance of computing technologies is associated with an increasing lack of “visibility” of the underlying software and hardware technologies. While we use and accept the computer, we neither know its history nor functionality. In this paper, we argue that this is not a healthy situation. Also, recruitment onto UK Computing degree courses is steadily falling; these courses are appearing less attractive to school-leavers. This may be associated with the increasing ubiquity. In this paper we reflect on an MSc. module of instruction, Concepts and Philosophy of Computing, and a BSc. module Computer Games Development developed at the University of Worcester which address these issues. We propose that the elements of these modules form a necessary part of the education of all citizens, and we suggest how this may be realized. We also suggest how to re-enthuse our youth about computing as a discipline and halt the drop in recruitment.

Exploring the Justificational Status of Assertions Made About Nursing’s Collective Beliefs

Nursing publications frequently reference groups (e.g. the group nurses). The nature and capabilities of group agents or collective subjects, and the relationship between nursing as a group and nurses as individuals is, however, rarely made explicit in these publications. Following Alvin Goldman, questions pertaining to groups can be classified as metaphysical or epistemic. Metaphysical questions take two forms. First, we might ask about the ontological status of group agents. For example, to what extent, if at all, do group agents exist and act independently of their constituent members? Second, we can ask whether group agents have psychological states or properties that can, for example, be formulated as propositional attitudes and, if they can, in what ways are group attitudes correlated with or tied to those of individual group members? In this presentation, having recognised the potential reality of group ontological and psychological being, I examine an under researched element of social epistemology. Specifically, the potential of non-individualist reliabilism (social process reliabilism) to justify doxastic group beliefs (i.e. statements such as “nurses believe that”) are considered. It is suggested that this issue has concrete implications for how we think about nursing.