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How do poems and novels create a sense of mind? What does literary criticism say in conversation with other disciplines that addresses problems of consciousness? In Paper Minds, Jonathan Kramnick takes up these vital questions, exploring the relations between mind and environment, the literary forms that uncover such associations, and the various fields of study that work to illuminate them. Opening with a discussion of how literary scholarship’s particular methods can both complement and remain in tension with corresponding methods particular to the sciences, Paper Minds then turns to a series of sharply defined case studies. Ranging from eighteenth-century poetry and haptic theories of vision, to fiction and contemporary problems of consciousness, to landscapes in which all matter is sentient, to cognitive science and the rise of the novel, Kramnick’s essays are united by a central thematic authority. This unified approach of these essays shows us what distinctive knowledge that literary texts and literary criticism can contribute to discussions of perceptual consciousness, created and natural environments, and skilled engagements with the world.
How do poems and novels create a sense of mind? What does literary criticism say in conversation with other disciplines that addresses problems of consciousness? In Paper Minds, Jonathan Kramnick takes up these vital questions, exploring the relations between mind and environment, the literary forms that uncover such associations, and the various fields of study that work to illuminate them. Opening with a discussion of how literary scholarship’s particular methods can both complement and remain in tension with corresponding methods particular to the sciences, Paper Minds then turns to a series of sharply defined case studies. Ranging from eighteenth-century poetry and haptic theories of vision, to fiction and contemporary problems of consciousness, to landscapes in which all matter is sentient, to cognitive science and the rise of the novel, Kramnick’s essays are united by a central thematic authority. This unified approach of these essays shows us what distinctive knowledge that literary texts and literary criticism can contribute to discussions of perceptual consciousness, created and natural environments, and skilled engagements with the world.
In this revolutionary book, a renowned computer scientist explains the importance of teaching children the basics of computing and how it can prepare them to succeed in the ever-evolving tech world. Computers have completely changed the way we teach children. We have Mindstorms to thank for that. In this book, pioneering computer scientist Seymour Papert uses the invention of LOGO, the first child-friendly programming language, to make the case for the value of teaching children with computers. Papert argues that children are more than capable of mastering computers, and that teaching computational processes like de-bugging in the classroom can change the way we learn everything else. He also shows that schools saturated with technology can actually improve socialization and interaction among students and between students and teachers. Technology changes every day, but the basic ways that computers can help us learn remain. For thousands of teachers and parents who have sought creative ways to help children learn with computers, Mindstorms is their bible.
This book presents a popular and authoritative account of the dramatically different ways in which philosophers have thought about the mind over the last hundred years. It explores the effect of the major turning points in recent western philosophy as well as the influence of the leading figures.
First published in 2001. Routledge is an imprint of Taylor & Francis, an informa company.
What might behaviorism, that debunked school of psychology, tell us about literature? If inanimate objects such as novels or poems have no mental properties of their own, then why do we talk about them as if they do? Why do we perceive the minds of characters, narrators, and speakers as if they were comparable to our own? In Behaviorism, Consciousness, and the Literary Mind, Joshua Gang offers a radical new approach to these questions, which are among the most challenging philosophical problems faced by literary study today. Recent cognitive criticism has tried to answer these questions by looking for similarities and analogies between literary form and the processes of the brain. In contrast, Gang turns to one of the twentieth century's most infamous psychological doctrines: behaviorism. Beginning in 1913, a range of psychologists and philosophers—including John B. Watson, B. F. Skinner, and Gilbert Ryle—argued that many of the things we talk about as mental phenomena aren't at all interior but rather misunderstood behaviors and physiological processes. Today, behaviorism has relatively little scientific value, but Gang argues for its enormous critical value for thinking about why language is so good at creating illusions of mental life. Turning to behaviorism's own literary history, Gang offers the first sustained examination of the outmoded science's place in twentieth-century literature and criticism. Through innovative readings of figures such as I. A. Richards, the American New Critics, Samuel Beckett, Harold Pinter, and J. M. Coetzee, Behaviorism, Consciousness, and the Literary Mind reveals important convergences between modernist writers, experimental psychology, and analytic philosophy of mind—while also giving readers a new framework for thinking about some of literature's most fundamental and exciting questions.
Within the past ten years, the discussion of the nature of folk psychology and its role in explaining behavior and thought has become central to the philosophy of mind. However, no comprehensive account of the contemporary debate or collection of the works that make up this debate has yet been available. Intending to fill this gap, this volume begins with the crucial background for the contemporary debate and proceeds with a broad range of responses to and developments of these works -- from those who argue that "folk theory" is a misnomer to those who regard folk theory as legitimately explanatory and necessary for any adequate account of human behavior. Intended for courses in the philosophy of mind, psychology, and science, as well as anthropology and social psychology, this anthology is also of great value in courses focusing on folk models, eliminative materialism, explanation, psychological theory, and -- in particular -- intentional psychology. It is accessible to both graduate students and upper-division undergraduate students of philosophy and psychology as well as researchers. As an aid to students, a thorough discussion of the field and the articles in the anthology is provided in the introduction; as an aid to researchers, a complete bibliography is also provided.