loeng 2016 sügis Marek Volt "ilma kriitilise refleksioonita filosoofilise ettevõtmise enda üle ollakse parimal juhul vaid potentsiaalne filosoof" Wilfrid Sellars (1963) Loengu struktuur I. SISSEJUHATUS "Mis on filosoofia?" on filosoofiline probleem! I. Sissejuhatus Filosoofiale on tema enda olemus (aine, meetod, funktsioon II. Filosoofia üldine iseloomustus jms) tõeliseks mõtlemisaineks (siit ka palju eriarvamusi). III. Filosoofia põhiprobleemid
1963 avaldatakse Robert Helleri ja kaastöötajate aruanne A National Plan for Science Abstracting and Indexing Services. Aruanne teeb ettepaneku asutada "organisatsioon ", mis korraldaks infotenindust. Jätkub ka infosüsteemide efektiivsuse uurimine. 1963.a loodi esimene töötav andmeside ühendus 1963a. saab alguse projekt Cranfield II, mille eesmärk oli hinnata otsisüsteeme. Esmalt töötati välja metodoloogiad hidamiseks. 19651966 jätkas Cleverdon koos Karen SparckJonesi, F. Wilfrid Lancasteri ja teistega Aslibi toetusel infootsingu efektiivsuse teemat. Põhinäitajateks said precision (täpsus) ja recall (täielikkus). 1969.a käivitas U.S. Department of Defense ARPANETi (Advanced Research Projects Agency Network) 4 Ameerika lääneranniku eri osades paiknevat selle aja mõttes superarvutit suhtlesid omavahel sidekanalite kaudu. 25. Milliseid teemasid käsitles Derek de Solla Price oma raamatus ,,Little Science, Big Science?
that is a proper answer. You asked because, so to speak, you did not under- stand the name you heard. In order to come to understand it, you had to ask a "who" question, and the answer had to be a description. (Merely giving a second proper name of Boulanger would not have done the trick, unless you had previously associated that name with a description.) Or we could use "who" questions as a kind of testing, which might be called the "spot-check test." Suppose you used the name "Wilfrid Sellars," and I whip around and say "Who's that?" All you can reply, all that comes out, is "Um, the famous philosopher at Pittsburgh who wrote those really 36 Reference and referring dense books" or the like. In general, when asked "Who [or what] do you mean?" after one has just used a name, one immediately and instinctively comes up with a description, as an explanation of what one meant. John Searle (1958) made a similar appeal to learning and teaching: how do
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