Past Lectures Does conscious perception have representational content? Or are the representations involved in perception all sub-personal underpinnings of perception rather than partly constitutive of perception itself? Is “unconscious perception” really perception? Is seeing always seeing-as? The 2013 John Locke Lecture series were held at 5 p.m. on Wednesdays in weeks 2 to 7 of Trinity Term 2013. Brentano made aboutness the defining feature of the mental. And yet the notion plays no serious role in philosophical semantics. I will be asking, first, how we might go about making subject matter a separate factor in sentence meaning/content, and second, what “directed contents” can do for us in other parts of philosophy. The 2012 John Locke Lecture series was held at 5 p.m. on Wednesdays in weeks 2 to 6 of Trinity Term 2012. Trinity Term 2011 John Cooper, (Princeton) 'Ancient Greek Philosophies as a Way of Life' Abstract Lecture 1 (4th May): 'Philosophy in Antiquity as a Way of Life' [Handout] [MP3]
Partially Examined Life Podcast - What Is the Mind? (Turing, et al) Podcast: Play in new window | Download (Duration: 2:20:26 — 128.6MB) Discussing articles by Alan Turing, Gilbert Ryle, Thomas Nagel, John Searle, and Dan Dennett. What is this mind stuff, and how can it “be” the brain? We introduce the mind/body problem and the wackiness that it engenders by breezing through several articles, which you may read along with us: 1. 2. 3. 4. 5. Some additional resources that we talk about: David Chalmers’s “Consciousness and its Place in Nature, “ Frank Jackson’s “Epiphenomenal Qualia”, Paul Churchland’s Matter and Consciousness, Jerry Fodor’s “The Mind-Body Problem,” Zoltan Torey’s The Crucible of Consciousness, and the Stanford Encyclopedia of Philosophy’s long entry on the Chinese Room argument. End Song: “No Mind” from 1998’s Mark Lint and the Fake Johnson Trio; the whole album is now free online. If you enjoy the episode, please donate at least $1: by
Ned Block, Department of Philosophy NED BLOCK (Ph.D., Harvard), Silver Professor of Philosophy, Psychology and Neural Science, came to NYU in 1996 from MIT where he was Chair of the Philosophy Program. He works in philosophy of perception and foundations of neuroscience and cognitive science and is currently writing a book on the perception/cognition border, A Joint in Nature between Cognition and Perception. He is a Fellow of the American Academy of Arts and Sciences, a Fellow of the Cognitive Science Society, has been a Guggenheim Fellow, a Senior Fellow of the Center for the Study of Language and Information, a Sloan Foundation Fellow, a faculty member at two National Endowment for the HumanitiesSummer Institutes and two Summer Seminars, the recipient of fellowships from the National Endowment for the Humanities the American Council of Learned Societies and the National Science Foundation; and a recipient of the Robert A. Named Lectures: 2003 Petrus Hispanus Lectures, University of Lisbon 2006 Francis W. On-line videos
PANTHEISM: the World Pantheist Movement General Philosophy - Download free content from Oxford University Pantheism wiki Pantheism is the belief that the universe (or nature as the totality of everything) is identical with divinity,[1] or that everything composes an all-encompassing, immanent God.[2] Pantheists thus do not believe in a distinct personal or anthropomorphic god.[3] Some Eastern religions are considered to be pantheistically inclined. Definitions[edit] Pantheism is derived from the Greek roots pan (meaning "all") and theos (meaning "God"). There are a variety of definitions of pantheism. Some consider it a theological and philosophical position concerning God.[4]:p.8 As a religious position, some describe pantheism as the polar opposite of atheism.[5] From this standpoint, pantheism is the view that everything is part of an all-encompassing, immanent God.[2] All forms of reality may then be considered either modes of that Being, or identical with it.[7] Others hold that pantheism is a non-religious philosophical position. History[edit] Recent developments[edit] "Mr. Categorizations[edit]
The nature of persons - Philosophy: The nature of persons This unit asks what it is to be a person. You will see that there are several philosophical questions around the nature of personhood. Here we explore what it is that defines the concept. As you work through the unit, you will notice that this area of enquiry has developed its own semi-technical vocabulary. This unit is an adapted extract from the Open University course Postgraduate foundation module in philosophy (A850). 20 [Tip: hold Ctrl and click a link to open it in a new tab.
Paideia Proposal The Paideia Proposal is a K–12 educational reform plan proposed by Mortimer Adler. Adler was a prolific author, and references to the Paideia plan for educational reform can be found in a number of his books listed in the references below. The proposal[edit] The Paideia Proposal is a system of liberal education intended for all children, including those who will never attend a university. It was a response to what Adler characterized as the United States' antidemocratic or undemocratic educational system, a holdover from the 19th century, when the understanding of universal suffrage and basic human rights fell short of 20th century expectations. As the Paidea Proposal developed, the original Paideia Group gave way to a National Center for the Paideia Program.[1] That organization, which eventually became the National Paideia Center, formulated a Declaration of Principles. Teaching and learning styles[edit] See also[edit] Notes[edit] References[edit]
Conversation Theory Conversation theory is a cybernetic and dialectic framework that offers a scientific theory to explain how interactions lead to "construction of knowledge", or "knowing": wishing to preserve both the dynamic/kinetic quality, and the necessity for there to be a "knower".[1] This work was proposed by Gordon Pask in the 1970s. Overview[edit] Conversation theory regards social systems as symbolic, language-oriented systems where responses depend on one person's interpretation of another person's behavior, and where meanings are agreed through conversations.[2] But since meanings are agreed, and the agreements can be illusory and transient, scientific research requires stable reference points in human transactions to allow for reproducible results. Pask found these points to be the understandings which arise in the conversations between two participating individuals, and which he defined rigorously.[3] Topics[edit] Levels of conversation[edit] Conversation[edit] Cognitive Reflector[edit]
Fighting Student Anxiety and Lack of Engagement with Free Play and Inquiry-Based Learning – A.J. JULIANI In a recent paper written by Jean Twenge, a professor of psychology at San Diego State University, she dives into the mental health of our current students: In her paper, Twenge looks at four studies covering 7 million people, ranging from teens to adults in the US. Among her findings: high school students in the 2010s were twice as likely to see a professional for mental health issues than those in the 1980s; more teens struggled to remember things in 2010-2012 compared to the earlier period; and 73% more reported trouble sleeping compared to their peers in the 1980s. These so-called “somatic” or “of-the-body” symptoms strongly predict depression. That’s not all. It goes beyond high school students: College students also feel more overwhelmed; student health centers are in higher demand for bad breakups or mediocre grades, issues that previously did not drive college kids to seek professional help. And everyone aged 6-18 is seeking more mental health services, and more medication: Dr.
The purpose of education Behind the rhetoric and politics, education is about the outcomes it achieves for its learners. More than being about the nuances of technology, learning space design, curriculum structures and pedagogical practices schools should have effective answers to questions that focus on what they hope to achieve for their learners. How we answer this question should then dictate the measures we utilise to achieve these goals and it is to these ends that we must apply our efforts. The prime goal of educational institutions is not as clear as one may consider. Many will point towards preparation for the future as a key goal and this is what drives much of the educational policies we see at present. Certainly calls for a STEM or STEAM based curriculum is linked to notions of preparedness for a future in which the economy and industry will require graduates with these dispositions. Preparation for a life of learning may be a more appropriate foundation. by Nigel Coutts