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Popular science writer Philip Ball explores a range of sciences to map our answers to a huge, philosophically rich question: How do we even begin to think about minds that are not human? Sciences from zoology to astrobiology, computer science to neuroscience, are seeking to understand minds in their own distinct disciplinary realms. Taking a uniquely broad view of minds and where to find them—including in plants, aliens, and God—Philip Ball pulls the pieces together to explore what sorts of minds we might expect to find in the universe. In so doing, he offers for the first time a unified way of thinking about what minds are and what they can do, by locating them in what he calls the “space of possible minds.” By identifying and mapping out properties of mind without prioritizing the human, Ball sheds new light on a host of fascinating questions: What moral rights should we afford animals, and can we understand their thoughts? Should we worry that AI is going to take over society? If there are intelligent aliens out there, how could we communicate with them? Should we? Understanding the space of possible minds also reveals ways of making advances in understanding some of the most challenging questions in contemporary science: What is thought? What is consciousness? And what (if anything) is free will? Informed by conversations with leading researchers, Ball’s brilliant survey of current views about the nature and existence of minds is more mind-expanding than we could imagine. In this fascinating panorama of other minds, we come to better know our own.
An accessible and engaging account of the mind and its connection to the brain. The mind encompasses everything we experience, and these experiences are created by the brain--often without our awareness. Experience is private; we can't know the minds of others. But we also don't know what is happening in our own minds. In this book, E. Bruce Goldstein offers an accessible and engaging account of the mind and its connection to the brain. He takes as his starting point two central questions--what is the mind? and what is consciousness?--and leads readers through topics that range from conceptions of the mind in popular culture to the wiring system of the brain. Throughout, he draws on the latest research, explaining its significance and relevance.
Think about the last time you tried to change someone’s mind about something important: a voter’s political beliefs; a customer’s favorite brand; a spouse’s decorating taste. Chances are you weren’t successful in shifting that person’s beliefs in any way. In his book, Changing Minds, Harvard psychologist Howard Gardner explains what happens during the course of changing a mind – and offers ways to influence that process. Remember that we don’t change our minds overnight, it happens in gradual stages that can be powerfully influenced along the way. This book provides insights that can broaden our horizons and shape our lives.
Stan Franklin is the perfect tour guide through the contemporary interdisciplinary matrix of artificial intelligence, cognitive science, cognitive neuroscience, artificial neural networks, artificial life, and robotics that is producing a new paradigm of mind. Along the way, Franklin makes the case for a perspective that rejects a rigid distinction between mind and non-mind in favor of a continuum from less to more mind.
Explains a variety of learning disabilities to elementary school children.
Drawing on philosophy, neuroscience, and artificial intelligence, Simple Minds explores the construction of the mind from the matter of the brain.
This book shows how schools can--and must--develop expertise in "learning variation" (understanding how different kinds of minds learn) and apply this knowledge to classroom instruction in order to address the chronic learning challenges and achievement gap faced by millions of students. Barringer shows how using what we know about learning variation with a focus on discovering learning strengths, not just deficits, can help schools create plans for success for those students who often find it elusive. The book specifically addresses how school leaders can incorporate this knowledge into instructional practice and school-level policy through various professional development strategies. Schools for All Kinds of Minds: Provides a readable synthesis of the latest research from neuroscience, cognitive science, and child and adolescent development as it relates to understanding learning and its many variations. Links this information to strategies for understanding struggling learners and adapting school practices to accommodate a wider array of learning differences in a classroom. Demonstrates how this understanding of learning variation can change the way teachers and others help students succeed in various academic and content areas and acquire necessary 21st century skills. Includes discussion questions and facilitator guidelines for staff developers and teacher education programs; downloadable forms that accompany exercises from within the book; an action plan for schools to implement the ideas found in the book; and more.
!--StartFragment-- In her most popular bestseller ever, the beloved author and minister Joyce Meyer shows readers how to change their lives by changing their minds. Joyce Meyer teaches how to deal with thousands of thoughts that people think every day and how to focus the mind the way God thinks. And she shares the trials, tragedies, and ultimate victories from her own marriage, family, and ministry that led her to wondrous, life-transforming truth--and reveals her thoughts and feelings every step of the way. Download the free Joyce Meyer author app.
Lenora and Coren journey to Winnipeg to meet Carol Matas and Perry Nodelman! Suddenly transported against their will, the Princess Lenora and her fiance, Prince Coren, find themselves in a strange place-bone-chilling cold and snow outside, garish marketplaces and angry people inside. The inhabitants call it the city of Winnipeg. Lenora and Coren, however, have no idea where it is or whyhey are there. They can't return home because, yet again their imaginative powers have deserted them. The Winnipeggers refuse to believe Lenora and Coren are who they say they are. Strangely enough, though, they have read about Lenora and Coren in a series of fantasy novels by the authors Carol M. and Perry N. But just who created whom, Lenora and Coren wonder. And how will they ever manage to escape this frightening city, worse than their worst nightmare, so that their long-awaited wedding can finally take place?"
In Natural Minds Thomas Polger advocates, and defends, the philosophical theory that mind equals brain—that sensations are brain processes—and in doing so brings the mind-brain identity theory back into the philosophical debate about consciousness. The version of identity theory that Polger advocates holds that conscious processes, events, states, or properties are type- identical to biological processes, events, states, or properties—a "tough-minded" account that maintains that minds are necessarily identical to brains, a position held by few current identity theorists. Polger's approach to what William James called the "great blooming buzzing confusion" of consciousness begins with the idea that we need to know more about brains in order to understand consciousness fully, but recognizes that biology alone cannot provide the entire explanation. Natural Minds takes on issues from philosophy of mind, philosophy of science, and metaphysics, moving freely among them in its discussion. Polger begins by answering two major objections to identity theory—Hilary Putnam's argument from multiple realizability (which discounts identity theory because creatures with brains unlike ours could also have mental states) and Saul Kripke's modal argument against mind-brain identity (based on the apparent contingency of the identity statement). He then offers a detailed account of functionalism and functional realization, which offer the most serious obstacle to consideration of identity theory. Polger argues that identity theory can itself satisfy the kind of explanatory demands that are often believed to favor functionalism.