Search Results (3)

Humanoid robots operating in proximity to humans require the ability to perceive and interpret emotional cues conveyed through touch to achieve safe, natural, and socially intelligent interaction. Conventional tactile sensing systems primarily focus on force or pressure detection and cannot infer affective intent, while frame-based deep learning models often suffer from high latency and energy consumption when deployed on embedded platforms. To address these limitations, this paper presents a neuromorphic AI-based multimodal electronic skin (e-skin) framework for emotion-sensitive touch perception in humanoid robots. The proposed system integrates pressure, temperature, and electrostatic sensing with a bio-inspired signal conditioning pipeline and a Spiking Neural Network (SNN) for event-driven, low-power processing. A custom multimodal tactile dataset was collected using the proposed e-skin prototype to model four emotional touch interactions: stress, neutral, comfort, and affection. Experimental results demonstrate that the proposed approach achieves a high emotion classification accuracy of up to 92%, with an average accuracy of 88.75% across all classes. The neuromorphic SNN significantly reduces inference latency to approximately 8 ms, compared to 38 ms for a conventional CNN-based model, while maintaining energy-efficient operation suitable for edge deployment. The results validate the effectiveness of combining multimodal tactile sensing with neuromorphic processing to enable real-time, emotion-aware human–robot interaction. Full article

Tourists consistently demonstrate the need to touch wildlife, although policies often deny these experiences because of the psychological and physiological impacts on animals. However, philosophers contend that humans can learn to empathize with animals by feeling their way into the plight of animals through touch. Facing this dilemma, the paper asks if human touch can be ethically experienced in tourist interactions with animals by employing animal health warning labels. Using the case of “holding a panda” at the Chengdu Research Base of Giant Panda Breeding, Sichuan, China, the study investigates this dilemma through Johann Gottfried Herder’s philosophy on empathy and touch against the no-touch policies. A survey containing four scenarios shows that the use of payment can serve as a more effective tool than ethical appeal in reducing people’s decision to hold a panda through its inclusion of additional factors in the decision process. However, ethical touch building on animal health warning labels demands spaces for mutual respect, conservation awareness, and the recognition of health risks through a direct confrontation of the established emotional and sensual aesthetic appeal of cuteness between visitors and the panda. It is found that a combined use of payment and ethical appeal is necessary to restructure visitors’ willingness to hold a panda. Full article

The domain of education deals with the issue of the possibility of a person’s development so that the person would learn to become more human through the educational process. An integral part of a person’s development is first and foremost the dimension of an individual’s integration into society. Education for values plays an indispensable role in education. The technical aspect of education—as John Macmurray described it—has its foundation in instrumental rationality, aiming at the realization of utilitarian values in order to achieve the necessary social cooperation for the purpose of an easier coexistence. That so-called instrumental conception of life has given birth to a special type of the contemporary human being, homo faber. If, however, we strive to achieve the complete development of a human being through education, which is more fully realized only in the communion of people in the forms of friendship, fellowship and love, this instrumental conception requires enrichment through a communitarian conception of life, aimed at the realization of intrinsic values. In that sense, this article explores the contemplative and relational aspects of education from the perspective of religious education, which, according to John Macmurray, are based on the emotional level of rationality which results in the acquisition and adoption of intrinsic individual and inter-individual values. The aim of this article is to show that when it comes to education, these values are best conveyed through narratives. The article also attempts to shed light on the way students internalize and personalize intrinsic values through their emotional familiarity with the narratives, and especially with the value of reciprocity, which is key to authentic religious practice, and thus also to ethical awareness, which is important for the formation of moral awareness and character of a human being. Furthermore, the article explores the extent to which narratives as a form of religious knowledge are important in religious education, and in which they contribute to the formation of students’ opinions, attitudes and identities as transmitters of religious truths. Narratives notably carry a strong potential for the spiritual transformation of one’s personal and social life in such a way that they can motivate students to accept and realize certain religious and moral practices through experiential touching of values. Examples of narratives used in religious education textbooks in secondary schools in Croatia reveal how much they actually contribute to the goals of religious education in terms of education for intrinsic individual and inter-individual values. Full article