This is a new edition of Gardenfors' classic text, presented to the community with a Foreword by David Makinson and an appendix containing a paper "Relations between the logic of theory change and nonmonotonic logic" by the author and David Makinson. The following describes the first edition: Knowledge in Flux presents a theory of rational changes of belief, focusing on revisions that occur when the agent receives new information that is inconsistent with the present epistemic state. It brings together, systematises and enlarges upon an already influential body of work by the author and his colleagues on the dynamics of theories and epistemic states. The problem of knowledge representation is one of the most important current research problems in philosophy, artificial intelligence, and cognitive science in general. While most of the research has been devoted to analysing the structure of epistemic states, this book is unique in describing the dynamics of knowledge and belief, and in presenting models of knowledge that focus on expansions, revisions, and contractions of epistemic states. "Knowledge in Flux is sure to be widely recognised as the most important systematic contribution to these issues yet made." David J. Israel, Senior Computer Scientist, SRI International Peter Gardenfors is a Professor in Cognitive Science at Lund University.

Higher education and the institution of the university exist in time, their essential nature now continually subject to change: change in students, in knowledge, in structure and in their own communities and those they service. These changes are accompanied by a quickening of time, leading to a heightened intensity of academic life. Yet the nature of time in all the contemporary work on the university has been largely overlooked. This is an important omission and Universities in the Flux of Time has gathered leading academics whose contributions to the volume raise a debate as to the influence and use of time in the university. They do this in an exploration of how these changes are perceived in higher education and how these affect its temporality from local, national and global perspectives. By dealing with the time within the university, the book opens new spaces for the development of the university and civic society. The book develops an interdisciplinary understanding of the temporal issues of engaging with the past, present and future of higher education and its institutions, through consideration of the increased speed demanded for the production of able students and innovative research, to the accountability pressures from central governments and commerce. Reflecting on these issues in the higher education sector, Universities in the Flux of Time is split into three parts, with each one addressing time and its multiple relationships with the university: Past, present and future Knowledge and time Living with time This volume will provide essential reading for those on higher education studies courses as well as a wider audience of managers, practitioners, policy makers, academics and students and from many disciplinary perspectives including sociology, organisation studies, social psychology and the philosophy of education.

Knowledge matters, and states have a stake in managing its movement to protect a variety of local and national interests. The view that knowledge circulates by itself in a flat world, unimpeded by national boundaries, is a myth. The transnational movement of knowledge is a social accomplishment, requiring negotiation, accommodation, and adaptation to the specificities of local contexts. This volume of essays by historians of science and technology breaks the national framework in which histories are often written. Instead, How Knowledge Moves takes knowledge as its central object, with the goal of unraveling the relationships among people, ideas, and things that arise when they cross national borders. This specialized knowledge is located at multiple sites and moves across borders via a dazzling array of channels, embedded in heads and hands, in artifacts, and in texts. In the United States, it shapes policies for visas, export controls, and nuclear weapons proliferation; in Algeria, it enhances the production of oranges by colonial settlers; in Vietnam, it facilitates the exploitation of a river delta. In India it transforms modes of agricultural production. It implants American values in Latin America. By concentrating on the conditions that allow for knowledge movement, these essays explore travel and exchange in face-to-face encounters and show how border-crossings mobilize extensive bureaucratic technologies.

The creation of intelligent robots is surely one of the most exciting and ch- lenginggoals of Arti?cial Intelligence. A robot is, ?rst of all, nothing but an inanimate machine with motors and sensors. In order to bring life to it, the machine needs to be programmed so as to make active use of its hardware c- ponents. This turns a machine into an autonomous robot. Since about the mid nineties of the past century, robot programming has made impressive progress. State-of-the-art robots are able to orient themselves and move around freely in indoor environments or negotiate di?cult outdoor terrains, they can use stereo vision to recognize objects, and they are capable of simple object manipulation with the help of arti?cial extremities. At a time where robots perform these tasks more and more reliably,weare ready to pursue the next big step, which is to turn autonomous machines into reasoning robots.Areasoning robot exhibits higher cognitive capabilities like following complex and long-term strategies, making rational decisions on a high level, drawing logical conclusions from sensor information acquired over time, devising suitable plans, and reacting sensibly in unexpected situations. All of these capabilities are characteristics of human-like intelligence and ultimately distinguish truly intelligent robots from mere autonomous machines.

A leading educational thinker argues that the American university is stuck in the past -- and shows how we can revolutionize it for our era of constant change Our current system of higher education dates to the period from 1865 to 1925. It was in those decades that the nation's new universities created grades and departments, majors and minors, all in an attempt to prepare young people for a world transformed by the telegraph and the Model T. As Cathy N. Davidson argues in The New Education, this approach to education is wholly unsuited to the era of the gig economy. From the Ivy League to community colleges, she introduces us to innovators who are remaking college for our own time by emphasizing student-centered learning that values creativity in the face of change above all. The New Education ultimately shows how we can teach students not only to survive but to thrive amid the challenges to come.

Discover eight powerful mindset shifts that enable leaders and seekers of all ages to thrive in a time of unprecedented change and uncertainty. Being adaptable and flexible have always been hallmarks of effective leadership and a fulfilling life. But in a world of so much—and faster-paced—change, and an ever-faster pace of change, flexibility and resilience can be stretched to their breaking points. The quest becomes how to find calm and lasting meaning in the midst of enduring chaos. A world in flux calls for a new mindset, one that treats constant change and uncertainty as a feature, not a bug. Flux helps readers open this mindset—a flux mindset—and develop eight “flux superpowers” that flip conventional ideas about leadership, success, and well-being on their heads. They empower people to see change in new ways, craft new responses, and ultimately reshape their relationship to change from the inside out. April Rinne defines these eight flux superpowers: • Run slower. • See what's invisible. • Get lost. • Start with trust. • Know your “enough.” • Create your portfolio career. • Be all the more human (and serve other humans). • Let go of the future. Whether readers are sizing up their career, reassessing their values, designing a product, building an organization, trying to inspire their colleagues, or simply showing up more fully in the world, enjoying a flux mindset and activating their flux superpowers will keep readers grounded even when the ground is too often shifting beneath them.

Star humans were engineered to exist within the mantle of a star, mere tools of their Earth-evolved makers in a war against the Xeelee, owners of the universe. Stephen Baxter's third novel in his magnificent Xeelee Sequence is an exotic and endearing story of an abandoned people. Abandoned to their fate, their history lost along with contact with their makers, Star people survive in an environment that is possibly the strangest in science fiction. Microscopic inhabitants of superfluid air above a Quantum Sea and below the tangled Crust of the Star, swimming in an electric-blue grid, the Magfield, which is subject to violent storms, Star people struggle, like us, to make sense of their world... and the threat hanging over it. Though the truth is far more disturbing and ominous than they feared, they will confront, finally, their makers, and they will rebel against the purpose for which they were created.

Knowledge Communication as a research field emerges as a response to the communicative core challenges of the knowledge society. At ist center is the question of how to produce and transform specialized knowledge into interactions to gain value for this kind of knowledge. The field’s foundational concepts concern a transactional understanding of communication, an ideology of convergence between communicators and an appreciation of knowledge as construction. These stem from critical discussions of insights harvested from three parental disciplines: Language for Specific Purposes, Public Understanding of Science, and Knowledge Management. In their synthesis, these foundational concepts define Knowledge Communication as a means of strategic communication. In lieu of this, the research agenda of Knowledge Communication presents a novel prism through which to discern and investigate communicative core challenges of the knowledge society.