‘In order to answer this question, I examine the very nature of our conscious experience. It is only through structures in the mind – such as language and memory – that we are able to observe properly the world around us. These structures are built up by past encounters with the world. However, it cannot be said that experience is the only thing that dictates perception: I try to show that the thing perceived is also an important factor in its perception.’ ‘I argue that our experiences do indeed seem to influence our perceptions. While genetics may provide the backdrop for our identity and perceptions, it seems that the experiences of our early years also play a significant role in determining what and how we perceive. We might say: we perceive everything through things we have perceived before.’ Kamil Aftyka, Year 13, Searle’s ‘Chinese Room’ insufficiently answers the question of whether machines can think: ‘Searle agrees that machines – human beings, for example – can think; his point is rather that computer machines do not, indeed cannot, possess mental states in the ways humans do. Another way of saying this is that there is no such thing as ‘strong’ artificial intelligence. I look at the various ways in which Searle’s ‘Chinese Room’ thought experiment has been criticised.’ Django Pinter, Year 13, Why can’t we prove that we do not live inside a giant supercomputer?: ‘While virtual reality may blend our experiences of the real and virtual worlds, the question we should be asking ourselves is not whether we live inside a supercomputer, but whether we are the supercomputer. Does our existence justify our consciousness? Are actions predicates for thoughts as much as thoughts are for actions? Is there in fact an omnipresent consciousness?’ Edward Wilson, Year 12, Our experiences dictate the way we perceive:
the Scholars’ Programme, as well as a few freer questions. Some examples are given below: 1. Can only human beings be persons? 2. ‘In principle, science can answer every question.’ Discuss. 3. To what extent should equality be sacrificed to ensure the liberty of individual citizens? 4. Devise a new punctuation mark – and justify it. 5. Do future generations have rights? Upper School Year 12 boys keen to apply to the most selective universities take a course in Critical Thinking and Philosophy. The course involves learning to analyse and evaluate argument, as well as a lecture series on some central philosophical topics. The course leads to an internal examination in the summer of Year 12: those who perform particularly well receive a prize and the title Gareth Evans Scholar. The course helps with A level subjects and the ability to think critically is an essential part of a liberal education. In the Upper School, boys are encouraged to enter the various essay competitions, mainly organised by Oxford and Cambridge colleges. The College also enters boys for the inter-school Erasmus Essay Competition. The Erasmus Essay Competition In recent years topics have included Inequality, Consciousness, Relativism and Privacy. ‘I greatly enjoyed participating in the Erasmus Essay Competition. Writing an essay under timed conditions on the complex subject of ‘privacy’ was challenging but it offered great mental stimulation and encouraged free thinking and independent research beyond the regular syllabus.’ Adam Sheriff, Year 13 This year the theme was Minds and Machines. Four boys have had their essays chosen to be judged by the Oxford philosopher, Peter Millican: Ben Tudor, Year 12, Our experiences dictate the way we perceive:
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