<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Boris Aberšek</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">CHANGING EDUCATIONAL THEORY AND PRACTICE</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">artificial Intelligence</style></keyword><keyword><style  face="normal" font="default" size="100%">cognitive neuroeducation</style></keyword><keyword><style  face="normal" font="default" size="100%">Cognitive Science</style></keyword><keyword><style  face="normal" font="default" size="100%">educational systems</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2015</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2015</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/457-1441441743.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">66</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">How do we think, how do we learn, memorize and dream, how does pleasure come to be, where are the emotions hidden and how do we reach decisions? Cognitive science and neuroscience tries to answer such questions. It tackles the fields of the human mind in an interdisciplinary, even transdisciplinary way – by connecting discoveries from all the disciplines that could shed light on cognitive occurrences. Cognitive science brings together psychology, philosophy, linguistics, artificial intelligence, social sciences and many others. It tries to deal with mental processes in a holistic way and to create a deeper understanding of the field that is empirically closest to us.</style></abstract><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">4-6</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Boris Aberšek</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">INTERDISCIPLINARITY IN EDUCATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">artificial Intelligence</style></keyword><keyword><style  face="normal" font="default" size="100%">cognitive modelling in education</style></keyword><keyword><style  face="normal" font="default" size="100%">cognitive scientists</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching/learning process</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2014</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2014</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/457-1422203467.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">61</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Questions about the nature of the teaching/learning process originate in ancient Greek philosophy. What is the role of language? What is the relationship between the individuals? Are we free in our choices? Important ancient philosophers, Democritus, Plato, Aristotle and Lucretius answered these questions in different ways, while Descartes, Spinoza, Hume, Kant and many others continued where they left off. Even today in the Age of Technology, contemporary researchers from the fields of philosophy, cognitive science, neurobiology, and artificial intelligence ask similar, albeit technologically informed, questions. Among these, there are also questions about the relationship between humans and machines, and implications which they carry for solving traditional problems within philosophy, i.e. the mind-body problem, mental causation problem and the problem of consciousness. </style></abstract><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">5-8</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Janez  Bregant</style></author><author><style face="normal" font="default" size="100%">Boris Aberšek</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ARTIFICIAL INTELLIGENCE VERSUS HUMAN TALENTS IN LEARNING PROCESS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">artificial Intelligence</style></keyword><keyword><style  face="normal" font="default" size="100%">brain based learning</style></keyword><keyword><style  face="normal" font="default" size="100%">intelligent tutors</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2014/457-1408435723.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">37</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">To highlight the differences between conventional educational systems and CBLS - computer based learning systems. It is useful to consider CBLS, as the class of a system most closely related to artificial intelligence - AI. In such a system, the ultimate goal is to create a virtual duplicate of reality for learning, analysis, training, experimentation, or other purposes. Simulating reality is an approach that may or may not be useful at creating experience. This distinction yield several consequences. In CBLS, behaviour should be as realistic as possible, the representation of environment tends to be uniform and consistent and allowing users to act freely within that environment. 
 To teach users through realistic experience CBLS design techniques can make the experience much more memorable. In such an environment the context and control afforded by design techniques allow the integration of technologies and evaluation of the overall experience. Perhaps it is time to take lessons of CBLS and AI in a learning design and teaching tools seriously.
 At the beginning we will point out one simple question: could the ideas, methodology and techniques of AI also be applied to a development of relatively serious mind applications and can they substitute human teachers? And the answer will be continued in our paper.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">38-47</style></section></record></records></xml>