Predictive Accuracy and Good Dialogue

While I’m relatively new to the computer science domain, one thing that’s notable is the field’s obsession with predictive accuracy. Particularly within natural language processing, the primary objective of most scholars – or, perhaps, more exactly, the requirement for being published – seems to be producing methods which edge past the accuracy of existing approaches.

I’m not really in a position to comment on the benefit of such a driver, but as an outsider, this focus is striking. I have to imagine there are great, historical reasons why the field evolved this way; that the mentality of constantly pushing towards incremental improvement has been an important factor in the great breakthroughs of computer science.

Yet, I can’t help feel like in this quest for computational improvement, something important is being left behind.

There are compelling arguments that the social sciences have done poorly to abandon their humanistic roots in favor of emulating the fashionable fields of science; that in grasping for predictive measures, social science has failed its duty towards the most critical concerns of what is right and good. Perhaps, after all, questions of such import should not be solely the domain of philosophy departments.

It seems a similar objection could be raised towards computer science; and no doubt someone I’m not aware of has raised these concerns. Such an approach would go beyond the philosophical literature on moral issues in computer science, probing more deeply into questions of meaning, interpretation, and structure.

Wittgenstein questioned fundamentally what it means for two people to communicate. Austin argues that words themselves can be actions. And there is, of course, a long tradition in many cultures of words having power.

None of these topics, while intrinsic to natural language, seem to be deeply embraced by current approaches to natural language processing. Much better to show a two point increase in predictive accuracy.

And to a certain extent, this dismissal is fair. While I myself have a fondness for Wittgenstein, I imagine computer science wouldn’t advance far if, instead of developing algorithms, practitioners spent all their time wondering – if you tell me you are in pain, do I understand you because I, too, have had my own experiences of pain? How can I know what ‘pain’ means to you? 

Yet, while Wittgenstein’s Philosophical Investigations may be too far afield, it does highlight some practical issues. Perhaps metaphysical concerns about what it means to communicate can be safely disregarded, but this still leaves questions about what it looks like to communicate. That is, it seems reasonable to assume that miscommunication does happen, but what happens to dialogue plagued by such problems? What does it look like when people talk past each other or when they recognize a miscommunication and take steps to resolve it? Can an algorithm distinguish and properly parse these differences? Remembering, of course, that a human, perhaps, cannot.

In a recent review of literature around the natural language processing task of argument mining, I was struck by the value of a 1987 paper focused on understanding the structure of a single speech-act. It evoked no Wittgenstein-level of abstraction, and yet brought an important element of theory to the computational task of parsing a single argument.

I couldn’t find – and perhaps I missed it – no similar paper exploring the complex interactions of dialogue. Of course, there is much work done in this area among deliberation scholars – but this effort is not easily translated into the mechanized logic of algorithms.

In short, there seems to be a divide – a common one, I’m afraid, in the academy. In one field, theorists ask, what does it mean to deliberate? What makes good deliberation? And in another they ask, what algorithms can recognize arguments? What algorithms accurately predict stance? 

And, while both pursuing important work, the fields fail to learn from each other.

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Conservation through Participation: Management of Eastern Coyotes in New York State

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The first version of this article was researched and written by Morgan Smith, Aaron Rogers & Terra Rentz and uploaded to Participedia for them by Morgan Smith on May 6th, 2016. Conservation through Participation: M anagement of Eastern Coyotes in New York State Problems and Purpose Management of the eastern...

You Choose: London Borough of Redbridge Council Budget Consultation Tool

Summary In 2010 the London Borough of Redbridge Council implemented the You Choose budget consultation tool which aimed to broaden interactivity between the local council and its residents. The program aimed to reach and educate citizens allowing them to make an informed opinion of how they believe their local council...

Looking at Social Studies in the 21st Century

book cover

Well, if you will indulge me for a moment, I want to share with you a new book that you might find useful in thinking about the direction of social studies education today. It is titled Reassessing the Social Studies Curriculum: Promoting Critical Civic Engagement in a Politically Polarized, Post-9/11 World. Edited by Dr. Wayne Journell, who I had the pleasure of talking with when I was in North Carolina, it features chapters from excellent researchers, thinkers, and practitioners in the social studies. Most excitingly, it includes work from folks associated with us here at the Florida Joint Center for Citizenship. Our senior fellow, Dr. Michael Berson, coauthored the preface with his wife Ilene. Dr. Jane Lo, who is working with our Partnership for Civic Learning in re-envisioning high school government courses, authored “Role-Playing and Role-Dropping: Political Simulations as Portals to Pluralism in a Contentious Era” with the excellent Dr. Walter Parker. And of course it includes a chapter on civic education and the C3 Framework by yours truly, “Civil Liberties, Media Literacy, and Civic Education in the Post-9/11 Era: Helping Students Think Conceptually in Order to Act Civically”, co-authored with FJCC senior fellow Dr. Elizabeth Yeager Washington. Other luminaries of social studies education have contributed as well, and an overview of the text and the table of contents is below.

“The terrorist attacks of September 11, 2001 dramatically changed many aspects of American society, and the ramifications of that horrific event are still impacting the domestic and foreign policies of the United States. Yet, fifteen years after 9/11—an event that was predicted to change the scope of public education in the United States—we find that the social studies curriculum remains virtually the same as before the attacks. For a discipline charged with developing informed citizens prepared to enter a global economy, such curricular stagnation makes little sense. This book, which contains chapters from many leading scholars within the field of social studies education, both assesses the ways in which the social studies curriculum has failed to live up to the promises of progressive citizenship education made in the wake of the attacks and offers practical advice for teachers who wish to encourage a critical understanding of the post-9/11 global society in which their students live.”
Table of Contents
ForewordMargaret Smith Crocco
PrefaceMichael J. Berson & Ilene R. Berson
Introduction: September 11, 2001: The Day that Changed the World . . . But Not the Curriculum—Wayne Journell
Chapter One: International Conflict and National Destiny: World War I and History Teaching—Keith C. Barton
Chapter Two: 9/11 and the War on Terror in American Secondary Curriculum Fifteen Years Later—Jeremy Stoddard & Diana Hess
Chapter Three: Including 9/11 in the Elementary Grades: State Standards, Digital Resources, and Children’s Books—Elizabeth Bellows
Chapter Four: How Patriotism Matters in U.S. Social Studies Classrooms Fifteen Years After 9/11—Mark T. Kissling
Chapter Five: National Identity and Citizenship in a Pluralistic Society: Educators’ Messages Following 9/11 and Charlie Hebdo—Lisa Gilbert
Chapter Six: The Courage of Hopelessness: Creative Disruption of Everyday Life in the Classroom—E. Wayne Ross
Chapter Seven: Civil Liberties, Media Literacy, and Civic Education in the Post-9/11 Era: Helping Students Think Conceptually in Order to Act Civically—Stephen S. Masyada & Elizabeth Yeager Washington
Chapter Eight: Role-Playing and Role-Dropping: Political Simulations as Portals to Pluralism in a Contentious Era—Jane C. Lo & Walter C. Parker
Chapter Nine: The Psychology of Controversial Issues Discussions: Challenges and Opportunities in a Polarized, Post-9/11 Society—Christopher H. Clark & Patricia G. Avery
AfterwordRon Evans
If you are interested, you can purchase the paperback version of the book from Amazon. Dr. Washington and I will also be part of a panel at NCSS in December discussing the book. Hope to see you there!

Frontiers of Democracy 2016

(Washington, DC) The agenda for Frontiers of Democracy 2016 is almost set. Tickets are running out, although some remain. Register here.

The dates are June 23-25 in Boston.

Most of the time will be devoted to highly interactive “learning exchanges” on topics ranging from civic tech to faith communities, from museums to social movements. The 21 learning exchanges are listed here.

We also hear briefly from featured plenary speakers:

  • Danielle Allen is the Director of the Center for Ethics and Professor of Government and Education at Harvard University, is a political theorist who has published broadly in democratic theory, political sociology, and the history of political thought. Her most recent books are Education and Equality (forthcoming, 2016) Our Declaration (2014) and From Voice to Influence: Understanding Citizenship in a Digital Age (2015), co-edited with Jennifer Light.
  • Laura Grattan, Wellesley College, is an Associate Professor in the Political Science department at Wellesley College and author ofPopulism’s Power: Radical Grassroots Democracy in America. In addition to her research on democratic theory and practice, she has long been active in civic engagement and community organizing with the Kettering Foundation, the Industrial Areas Foundation, and Wellesley’s Program on Public Leadership and Action.
  • Joseph Hoereth is the Director of the Institute for Policy and Civic Engagement at the University of Illinois at Chicago
  • Hélène Landemore, is Associate Professor of Political Science at Yale University. She is the author of Democratic Reason: Politics, Collective Intelligence, and the Rule of the Many (Princeton University Press 2013), which was awarded the 2015 David and Elaine Spitz Prize for best book in liberal and/or democratic theory published two years earlier. She is also the co-editor (with Jon Elster) of Collective Wisdom: Principles and Mechanisms (Cambridge University Press 2012). She is currently working on a new book project entitled After Representation: Reinventing Democracy for the 21st Century, where she envisions alternatives to representative government as we know it. Her most recent articles are on the participatory Icelandic constitutional process of 2010-2012, crowdsourced policy-making in Finland, and workplace democracy.
  • Frances Moore Lappé, is the author of eighteen books, including Democracy’s Edge and Getting a Grip that focus on what she calls Living Democracy. Coauthored with Joseph Collins, her latest work, World Hunger: 10 Myths, identifies democratic practices as key to solving the hunger crisis. Frances is cofounder of three organizations, including the Oakland-based Food First and most recently the Cambridge-based Small Planet Institute, which she leads with her daughter Anna Lappé. Lappé has received eighteen honorary doctorates as well as the Right Livelihood Award, often called the “Alternative Nobel.”
  • Tiago Peixoto is the Team Lead of the World Bank’s Digital Engagement Unit
  • Talmon J. Smith, Tufts ’16, is a teaching assistant and research associate at the NYU Arthur Carter Journalism Institute and a contributor to Huffington Post Politics & Media. His research focus as a Tisch Scholar (2013-2016) and writer at Issue One centered on regulatory capture and anatomizing the conflicts of interests the current finance system produces for Congress and its industry oversight committees.
  • Victor Yang is an educator and labor organizer. He spends his days doing leadership development work with janitors and security officers of SEIU 32BJ, a local of the Service Employees International Union. He has a doctorate in politics and a master of public policy from Oxford, and a bachelor’s in the history of science from Harvard.
  • A panel on civic tech with Nigel Jacob (City of Boston), Jesse Littlewood (Common Cause), and Chris Wells (University of Wisconsin)

Participatory Budgeting System in Seoul, South Korea

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Introduction Citizens’ direct participation in providing opinions, making decisions, and solving problems for the community where they live is desirable for making society more democratic and sustainable. In particular, citizens’ participation in budget and allocation decisions is significant in that it can have an effective influence exerted directly by the...

Mornington Peninsula Shire Conversations

The Mornington Peninsula Shire Conversations were a series of twelve meetings in the shire of Mornington Peninsula, Victoria, Australia launched in 2008. The principal aim was to discuss the data of a report which had been recently published on the projected effects of climate change on Western Australia. There was...