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How developments in science and technology may enable the emergence of purely digital minds—intelligent machines equal to or greater in power than the human brain. What do computers, cells, and brains have in common? Computers are electronic devices designed by humans; cells are biological entities crafted by evolution; brains are the containers and creators of our minds. But all are, in one way or another, information-processing devices. The power of the human brain is, so far, unequaled by any existing machine or known living being. Over eons of evolution, the brain has enabled us to develop tools and technology to make our lives easier. Our brains have even allowed us to develop computers that are almost as powerful as the human brain itself. In this book, Arlindo Oliveira describes how advances in science and technology could enable us to create digital minds. Exponential growth is a pattern built deep into the scheme of life, but technological change now promises to outstrip even evolutionary change. Oliveira describes technological and scientific advances that range from the discovery of laws that control the behavior of the electromagnetic fields to the development of computers. He calls natural selection the ultimate algorithm, discusses genetics and the evolution of the central nervous system, and describes the role that computer imaging has played in understanding and modeling the brain. Having considered the behavior of the unique system that creates a mind, he turns to an unavoidable question: Is the human brain the only system that can host a mind? If digital minds come into existence—and, Oliveira says, it is difficult to argue that they will not—what are the social, legal, and ethical implications? Will digital minds be our partners, or our rivals?
This book examines the learning and development process of students’ scientific thinking skills. Universities should prepare students to be able to make judgements in their working lives based on scientific evidence. However, an understanding of how these thinking skills can be developed is limited. This book introduces a new broad theory of scientific thinking for higher education; in doing so, redefining higher-order thinking abilities as scientific thinking skills. This includes critical thinking and understanding the basics of science, epistemic maturity, research and evidence-based reasoning skills and contextual understanding. The editors and contributors discuss how this concept can be redefined, as well as the challenges educators and students may face when attempting to teach and learn these skills. This edited collection will be of interest to students and scholars of student scientific skills and higher-order thinking abilities.
Consider the woven integrated complexity of a living cell after 3.8 billion years of evolution. Is it more awe-inspiring to suppose that a transcendent God fashioned the cell, or to consider that the living organism was created by the evolving biosphere? As the eminent complexity theorist Stuart Kauffman explains in this ambitious and groundbreaking new book, people who do not believe in God have largely lost their sense of the sacred and the deep human legitimacy of our inherited spirituality. For those who believe in a Creator God, no science will ever disprove that belief. In Reinventing the Sacred, Kauffman argues that the science of complexity provides a way to move beyond reductionist science to something new: a unified culture where we see God in the creativity of the universe, biosphere, and humanity. Kauffman explains that the ceaseless natural creativity of the world can be a profound source of meaning, wonder, and further grounding of our place in the universe. His theory carries with it a new ethic for an emerging civilization and a reinterpretation of the divine. He asserts that we are impelled by the imperative of life itself to live with faith and courage-and the fact that we do so is indeed sublime. Reinventing the Sacred will change the way we all think about the evolution of humanity, the universe, faith, and reason.
A dazzling look at the artists working on the frontiers of science. In recent decades, an exciting new art movement has emerged in which artists utilize and illuminate the latest advances in science. Some of their provocative creations—a live rabbit implanted with the fluorescent gene of a jellyfish, a gigantic glass-and-chrome sculpture of the Big Bang (pictured on the cover)—can be seen in traditional art museums and magazines, while others are being made by leading designers at Pixar, Google’s Creative Lab, and the MIT Media Lab. In Colliding Worlds, Arthur I. Miller takes readers on a wild journey to explore this new frontier. Miller, the author of Einstein, Picasso and other celebrated books on science and creativity, traces the movement from its seeds a century ago—when Einstein’s theory of relativity helped shape the thinking of the Cubists—to its flowering today. Through interviews with innovative thinkers and artists across disciplines, Miller shows with verve and clarity how discoveries in biotechnology, cosmology, quantum physics, and beyond are animating the work of designers like Neri Oxman, musicians like David Toop, and the artists-in-residence at CERN’s Large Hadron Collider. From NanoArt to Big Data, Miller reveals the extraordinary possibilities when art and science collide.
Culture has a significant influence on the emerging trends in translation and interpretation. By studying language from a diverse perspective, deeper insights and understanding can be gained. Redefining Translation and Interpretation in Cultural Evolution is a pivotal reference source for the latest scholarly research on culture-oriented translation and interpretation studies in the contemporary globalized society. Featuring coverage on a range of topics such as sociopolitical factors, gender considerations, and intercultural communication, this book is ideally designed for linguistics, educators, researchers, academics, professionals, and students interested in cultural discourse in translation studies.
The clash of science and politics in the atomic age
History and philosophy of science provide a deep well of lessons and analogies for educators. Drawing on history, philosophy, theoretical physics, neuroscience, and the best scholarship on teacher practice, presents a new vision for educational reform, one which is shaped by teachers and framed by history.
Be the leader of a fresh, bold, enduring vision of education for your district or school. The future of learning has arrived, and it requires bold educational leadership and a dramatic redefinition of what it means to be a successful student today. Redefining Student Success invites you to lead this transformation with audacity. It engages leaders with the concepts and actions needed to reimagine schools, address inequities, and help today’s students develop the skills they need for personal, economic, and civic success. This vital guide supports transformative leadership with Concrete guidance on how to create a Portrait of a Graduate and Portrait of an Educator which will help ensure teachers have a unified vision for professional growth and student success. Reflection prompts that help you recognize your strengths, spark discussion among stakeholders, and identify next steps for inspired action. Compelling examples of students already engaged in creative, self-directed problem-solving around issues that matter to them and their communities, together with stories that illustrate how districts and schools have arrived at their own vision of what education must become. Companion guides to 21st century learning for parents and students available online. The time is now to reset educational outcomes, sync schools with the demands of 21st century society, and meet the needs of every learner, in every community.
In recent years researchers in many scientific fields have actively focused on what being female really means. Their startling conclusion: Almost every assumption made about women--physical, medical, historical, psychological--turns out to be untested, unproven, or untrue. Stereotypes about women are as old as time--and as current as still-too-prevalent beliefs based on male models. Acclaimed health writer Dianne Hales brings together the cutting-edge research in anthropology, physiology, psychology, neuroscience, endocrinology, and medicine in a book that reveals the complex interconnections between all aspects of a woman's life from infancy to old age. Gender science is now clearly demonstrating that women are not the second sex but a separate sex, unique in body, mind, and spirit. Just Like a Woman explains what it means to live in a woman's body, think with a woman's brain, drink in the world with a woman's senses, and react with a woman's sensibility to the stresses and elations of her multiple roles. Refreshingly free of ideology, this meticulously documented book offers a stunningly liberating message that expands our concept of human potential--and will forever change the way every woman views herself.
Post-traditional students are rapidly becoming the majority of the higher education student population. This changing demographic within the higher education landscape increases the demand for flexible learning options accessible to non-traditional learners. Redefining Post-Traditional Learning: Emerging Research and Opportunities is a comprehensive research publication that explores shifting demographics within higher education and offers recommendations to current teaching methodologies. Highlighting a range of topics such as adult learners, pedagogy, and international students, this book provides a theoretical foundation, followed by an intentional dissection of current and best research practices through the lenses of andragogy, student demographics, and technology. It is ideal for teachers, instructional designers, curriculum developers, educational professionals, school administrators, policymakers, academicians, teaching professionals, researchers, and graduate students.