KMi Seminars
Arguing for Intelligence: The Roles of Argumentation in AI
This event took place on Thursday 09 December 2004 at 14:15

Dr Chris Reed Department of Applied Computing, University of Dundee, Scotland

In contrast to the formal analysis of reasoned argument, pursued by mathematicians since the turn of the century, a small band of philosophers and linguists have been attempting to reconcile a formal, powerful analysis with the demands of real world, natural argumentation. The endeavour is termed 'argumentation theory', under which head are collected fallacy theory, enthymeme reconstruction, subjective plausibility, dialectics and rhetoric, amongst others. These various techniques and subfields have turned out to have a wide range of applications in artificial intelligence. Coordination in multi-agent systems, persuasive text generation in computational linguistics, e-democracy and computer-supported collaborative work, defeasible and other nonclassical logics, legal support systems and other areas have all made use of various aspects of argumentation theory. In this talk, I shall focus upon projects under way at Dundee, not only to show a variety of applications of argumentation theory in many of these domains, but also to demonstrate the potential for coherence and reuse between them.

Replay should be available within one week of the event.

 
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Knowledge Management is...


Knowledge Management
Creating learning organisations hinges on managing knowledge at many levels. Knowledge can be provided by individuals or it can be created as a collective effort of a group working together towards a common goal, it can be situated as "war stories" or it can be generalised as guidelines, it can be described informally as comments in a natural language, pictures and technical drawings or it can be formalised as mathematical formulae and rules, it can be expressed explicitly or it can be tacit, embedded in the work product. The recipient of knowledge - the learner - can be an individual or a work group, professionals, university students, schoolchildren or informal communities of interest.
Our aim is to capture, analyse and organise knowledge, regardless of its origin and form and make it available to the learner when needed presented with the necessary context and in a form supporting the learning processes.