11月22日:芬兰哲学家 Ilkka Niiniluoto 将在北大做三次讲演
来源：会议讲座
作者：
时间：2016-11-16
芬兰哲学家 Ilkka Niiniluoto 将在北大做三次讲演
受北大国际合作部 “海外名家讲学计划” 资助，芬兰哲学家兼逻辑学家、赫尔辛基大学前校长、芬兰科学院院士、国际哲学学院院士 Ilkka Niinluoto 将于11月22-24日在北京大学做三次学术讲演，具体安排如下：
第一次讲演：Abduction and Inverse Problems （溯因推理和反推问题）
时间：11月22日，15:10-18:00
地点：北大一教105
主持人：陈 波教授
摘要：C. S. Peirce introduced in the 1860s his notion of hypothesis as “inference of a cause from its effect”. Later he coined the term abduction for such an “inference to an explanation”. Its important special case is retroduction, or reasoning backward in time on the basis of causal laws of succession. Peirce illustrated retroduction by the inference from present documents to the historical existence of Napoleon Bonaparte. This paper shows that similar examples abound in medicine, biology, and cultural sciences. First, the new growing branch of applied mathematics called “inverse problems” deals successfully with various kinds of abductive inference within a variety of scientific disciplines. The fundamental theorem about the inverse reconstruction of plane functions from their line integrals was proved by Johann Radon already in 1917. The practical applications of Radon’s theorem and its generalizations include computerized tomography which became a routine imaging technique of diagnostic medicine in the 1970s. Secondly, the common task of many biological and cultural sciences is to reconstruct the historically branching development of some types of entities (like animal species, hominids, languages, texts, and poems). The methods of cladistics, textual criticism, and stemmatology thus share a common pattern of abductive inference.
第二次讲演：Socratic Questioning and Critical Thinking （苏格拉底式提问和批判性思维）
时间：11月23日，18:40-20:30
地点：北大二教107，核心通识课“逻辑导论”课堂
主持人：陈 波教授
摘要：The standard approach to critical thinking is based on applied or informal logic: arguments in ordinary language are formalized in logic, and the soundness of these inferences is studied by checking the truth of the premises and the consequence relation between the premises and the conclusion. As an additional requirement, fallacies should be avoided. This treatment takes its model from Aristotle’s syllogistics rather than his topics, which investigated reasoning in debates and dialogues. The tradition of topics has its roots in the dialectical questioning method of Socrates (teacher of Aristotle’s teacher Plato). A revival of the Socratic method has been proposed by the Finnish logician and philosopher Jaakko Hintikka (1929-2015) in his logic of questions and interrogative model of inquiry. Using examples from scientific reasoning and detective stories, in his textbook What if …? Toward Excellence in Reasoning (with J. Bachman, 1999), Hintikka explores knowledge-seeking by questioning strategies, where answers to questions are given by various kinds of “oracles” or sources of information. In Hintikka’s interrogative model, all inferential steps are deductive, so that as a method of learning it can be further complemented by allowing inductive and abductive steps in reasoning.
第三次讲演：The Idea of a University: Newman vs. Humboldt （大学的理念：纽曼与洪堡）
时间：11月24日，15:00-17:00
地点：北大教育学院
主持人：闵维方教授，北京大学董事会主席2002-2011
摘要：Universities have a long history, with roots in the ancient philosophical schools in Greece. The first medieval universities based professional education in higher faculties (theology, law, medicine) upon propaedeutic studies in the faculty of philosophy. After the eighteenth century enlightenment, which promoted education for all, universities as centers of learning wished to separate themselves from vocational schools and new polytechnic institutes of technology. Two leading figures in this movement were John Henry Newman (1801-90) in Dublin, Ireland, and Wilhelm von Humbolt (1767-1835) in Berlin, Prussia. For Newman, who published his classic The Idea of a University in 1852, the university is a place of teaching universal knowledge and the real cultivation of mind, but not of extending knowledge by research. For Humboldt, who founded the University of Berlin in 1810, university educates its students by teaching them critical methods of scientific inquiry. The unity of research and teaching is realized in research-based teaching. An eloquent formation of this German model of a university was given by the Finnish philosopher Johan Vilhelm Snellman (1806-93) at the University of Helsinki in 1840. The Humboldtian model placed philosophy and the humanities in the center of academic life. Today Newman’s tradition can found in the liberal arts colleges in the United States, while Humboldt’s ideal is dominant in the concept of a research university. Research universities score high in international university rankings, but they have adopted additional tasks (such as adult education and knowledge transfer) and administrative practices (efficient management) from entrepreneurial universities.
受北大国际合作部 “海外名家讲学计划” 资助，芬兰哲学家兼逻辑学家、赫尔辛基大学前校长、芬兰科学院院士、国际哲学学院院士 Ilkka Niinluoto 将于11月22-24日在北京大学做三次学术讲演，具体安排如下：
第一次讲演：Abduction and Inverse Problems （溯因推理和反推问题）
时间：11月22日，15:10-18:00
地点：北大一教105
主持人：陈 波教授
摘要：C. S. Peirce introduced in the 1860s his notion of hypothesis as “inference of a cause from its effect”. Later he coined the term abduction for such an “inference to an explanation”. Its important special case is retroduction, or reasoning backward in time on the basis of causal laws of succession. Peirce illustrated retroduction by the inference from present documents to the historical existence of Napoleon Bonaparte. This paper shows that similar examples abound in medicine, biology, and cultural sciences. First, the new growing branch of applied mathematics called “inverse problems” deals successfully with various kinds of abductive inference within a variety of scientific disciplines. The fundamental theorem about the inverse reconstruction of plane functions from their line integrals was proved by Johann Radon already in 1917. The practical applications of Radon’s theorem and its generalizations include computerized tomography which became a routine imaging technique of diagnostic medicine in the 1970s. Secondly, the common task of many biological and cultural sciences is to reconstruct the historically branching development of some types of entities (like animal species, hominids, languages, texts, and poems). The methods of cladistics, textual criticism, and stemmatology thus share a common pattern of abductive inference.
第二次讲演：Socratic Questioning and Critical Thinking （苏格拉底式提问和批判性思维）
时间：11月23日，18:40-20:30
地点：北大二教107，核心通识课“逻辑导论”课堂
主持人：陈 波教授
摘要：The standard approach to critical thinking is based on applied or informal logic: arguments in ordinary language are formalized in logic, and the soundness of these inferences is studied by checking the truth of the premises and the consequence relation between the premises and the conclusion. As an additional requirement, fallacies should be avoided. This treatment takes its model from Aristotle’s syllogistics rather than his topics, which investigated reasoning in debates and dialogues. The tradition of topics has its roots in the dialectical questioning method of Socrates (teacher of Aristotle’s teacher Plato). A revival of the Socratic method has been proposed by the Finnish logician and philosopher Jaakko Hintikka (1929-2015) in his logic of questions and interrogative model of inquiry. Using examples from scientific reasoning and detective stories, in his textbook What if …? Toward Excellence in Reasoning (with J. Bachman, 1999), Hintikka explores knowledge-seeking by questioning strategies, where answers to questions are given by various kinds of “oracles” or sources of information. In Hintikka’s interrogative model, all inferential steps are deductive, so that as a method of learning it can be further complemented by allowing inductive and abductive steps in reasoning.
第三次讲演：The Idea of a University: Newman vs. Humboldt （大学的理念：纽曼与洪堡）
时间：11月24日，15:00-17:00
地点：北大教育学院
主持人：闵维方教授，北京大学董事会主席2002-2011
摘要：Universities have a long history, with roots in the ancient philosophical schools in Greece. The first medieval universities based professional education in higher faculties (theology, law, medicine) upon propaedeutic studies in the faculty of philosophy. After the eighteenth century enlightenment, which promoted education for all, universities as centers of learning wished to separate themselves from vocational schools and new polytechnic institutes of technology. Two leading figures in this movement were John Henry Newman (1801-90) in Dublin, Ireland, and Wilhelm von Humbolt (1767-1835) in Berlin, Prussia. For Newman, who published his classic The Idea of a University in 1852, the university is a place of teaching universal knowledge and the real cultivation of mind, but not of extending knowledge by research. For Humboldt, who founded the University of Berlin in 1810, university educates its students by teaching them critical methods of scientific inquiry. The unity of research and teaching is realized in research-based teaching. An eloquent formation of this German model of a university was given by the Finnish philosopher Johan Vilhelm Snellman (1806-93) at the University of Helsinki in 1840. The Humboldtian model placed philosophy and the humanities in the center of academic life. Today Newman’s tradition can found in the liberal arts colleges in the United States, while Humboldt’s ideal is dominant in the concept of a research university. Research universities score high in international university rankings, but they have adopted additional tasks (such as adult education and knowledge transfer) and administrative practices (efficient management) from entrepreneurial universities.