There is no consensus yet on the definition of semantic information. This paper contributes to the current debate by criticising and revising the Standard Definition of semantic Information (SDI) as meaningful data, in favour of the Dretske‐Grice approach: meaningful and well‐formed data constitute semantic information only if they also qualify as contingently truthful. After a brief introduction, SDI is criticised for providing necessary but insufficient conditions for the definition of semantic information. SDI is incorrect because truth‐values do not supervene on (...) semantic information, and misinformation (that is, false semantic information) is not a type of semantic information, but pseudo‐information, that is not semantic information at all. This is shown by arguing that none of the reasons for interpreting misinformation as a type of semantic information is convincing, whilst there are compelling reasons to treat it as pseudo‐information. As a consequence, SDI is revised to include a necessary truth‐condition. The last section summarises the main results of the paper and indicates some interesting areas of application of the revised definition. (shrink)

I love information upon all subjects that come in my way, and especially upon those that are most important. Thus boldly declares Euphranor, one of the defenders of Christian faith in Berkley’s Alciphron (Berkeley, (1732), Dialogue 1, Section 5, Paragraph 6/10). Evidently, information has been an object of philosophical desire for some time, well before the computer revolution, Internet or the dotcompandemonium (see for example Dunn (2001) and Adams (2003)). Yet what does Euphranor love, exactly? What is information? The question (...) has received many answers in different fields. Unsurprisingly, several surveys do not even converge on a single, unified definition of information (see for example Braman 1989, Losee (1997), Machlup and Mansfield (1983), Debons and Cameron (1975), Larson and Debons (1983)). (shrink)

Academic discussion of pornography is generally restricted to issues arising from the depiction of adults. I argue that child-pornography is a more complex matter, and that generally accepted moral judgements concerning pornography in general have to be revised when children are involved. I look at the question of harm to the children involved, the consumers, and society in general, at the question of blame, and at the possibility of a morally acceptable form of child-pornography. My approach involves an objectivist meta-ethics (...) and a utilitarian view of practical ethics, and I bring out the advantages of these theories to the consideration of moral issues such as this one. (shrink)

What is the place of philosophy in the study of education? What is its significance for policy and practice? This paper begins by considering the policy and institutional context of the philosophy of education in the UK and by tracing its recent history. It examines both the place of philosophy in Education (as a field of study) and the status and character of the philosophy of education in relation to the 'parent' discipline of philosophy. Rival accounts of the nature of (...) the philosophy of education are outlined, in such a way as to acknowledge the importance of conceptual analytical approaches, but also to stress the value of a wider, more inclusive characterization. In the light of these, examples are offered to illustrate the role the subject must have in the understanding and improvement of educational policy and practice. Reference is primarily to the UK context, but the manner in which fundamental questions are addressed makes clear their much wider relevance and importance. (shrink)

Beginning with the initial premise that as the Internet has a global character, the paper will argue that the normative evaluation of digital information on the Internet necessitates an evaluative model that is itself universal and global in character. The paper will show that information has a dual normative structure that commits all disseminators of information to both epistemological and ethical norms that are in principle universal and thus global in application. Based on this dual normative characterization of information the (...) paper will seek to demonstrate: that information and internet information specifically, as a process and product of communication, has an inherent normative structure that commits its producers, disseminators, communicators and users, everyone in fact that deals with information, to certain mandatory epistemological and ethical commitments; and that the negligent or purposeful abuse of information in violation of the epistemological and ethical commitments to which its inherent normative structure gives rise is also a violation of universal rights to freedom and wellbeing to which all agents are entitled by virtue of being agents, and in particular informational agents. (shrink)

In this dissertation I argue that Thomas Aquinas’s understanding of human nature, of human flourishing and of virtue can fill the gap, identified by Elizabeth Anscombe in 1958, between Aristotle’s account of the virtuous life and contemporary sceptical moral philosophy, which is variously described as subjectivism, consequentialism, emotivism, and sophistry. Furthermore, I argue that a Thomist account of the practicably lived virtuous life is both relevant and applicable to officers and soldiers serving in the British Army of today, because it (...) offers a complete account of the human moral life, as opposed to the consequentialist, emotivist and deontological approaches to ethical judgement and reasoning currently prevalent in Western societies, which inform the worldview of both officers and soldiers. These approaches, however, offer only partial accounts of ethics based on impoverished understandings of human nature and, thus, inevitably have a detrimental effect on both the articulation of British military doctrine and on the actual moral conduct of officers and soldiers. I further argue, therefore, that the British Army needs to consciously return to the traditional Western approach to moral education based on the idea of the deliberate formation of virtuous character, which is very different from contemporary Western educational approaches, but which will better prepare British Army officers and soldiers for “the violent school of war”, as Thucydides calls it. (shrink)

Christopher Timpson proposes a deflationary view about information, according to which the term ‘information’ is an abstract noun and, as a consequence, information is not part of the material contents of the world. The main purpose of the present article consists in supplying a critical analysis of this proposal, which will lead us to conclude that information is an item even more abstract than what Timpson claims. From this view, we embrace a pluralist stance that recognizes the legitimacy of different (...) interpretations of the concept of information. (shrink)

This paper addresses the question of 'What is technology?' in order to develop a framework for the assessment and regulation of technology. I suggest that technology is how we build our world, drawing on the distinctions between the world and the earth, and between the human activities of labour, work and action, made by Hannah Arendt. Arendt's thought has a number of implications for how we should think about and assess the world, and thus technology: the world should not be (...) judged instrumentally, but in terms of whether it provides a place for human action. A model of a possible framework for technology assessment is provided by the UK planning system. (shrink)

Functionalism has long been the dominant paradigm in systems development practice. However, functionalism promotes an innate and immutable instrumental rationality that is indifferent to human values, rights, society, culture and international stability. It, in essence, lacks empathy. Although alternative paradigms have been promoted for decades in the systems development literature to help address this deficit, functionalism remains dominant. This paper reiterates the call for a fundamental paradigm shift away from myopic functionalism and towards a more empathic and human-centred philosophy. It (...) argues that the human-centred tradition offers a philosophically compatible and mature approach that can be practically harnessed for promoting empathy in systems development. The paper investigates the potential of systems development to become truly human-centred using data originally collected as part of a multi-method critical-interpretive study of privacy in information systems development. Multiple methods are used for the data analysis presented, including principal components analysis, hierarchical clustering, Q methodology and descriptive statistics. The multi-method analysis demonstrates that a marked discreteness exists between human-centred sentiments and instrumentally rational ones in systems development praxis. The paper concludes by presenting recommendations on how human-centred values can be practically fostered and engaged to enable greater empathy in contemporary system development and strengthen international stability. (shrink)