| Summary: | Changes in the aims and methods of the philosophy of mind have occurred in recent decades. In particular, computer simulations have emerged as a means of constructing empirically and conceptually defensible theories of mind. This article explores pedagogical innovations that may be necessitated by these changes. One question raised is whether hands-on teaching of simulation methods should be a standard part of philosophy of mind courses. These courses, because of an increasing empirical orientation, are becoming more interdisciplinary, and certain consequences of this development are elaborated here.
|
|---|