Where science meets art. The only necessary and sufficient book store in Melbourne.
Hope our friends enjoy the new look and feel – now optimised for mobile devices for access on the go.
Coordinator: Peter Ellerton
Web guy: Jason Etheridge
- A causal nightmare
- If it’s not right to rape a rapist, how can it be OK to kill a killer?
- The Principle of Sufficient Reason
- The Anchoring Effect
- Misunderstanding Statistics
- How to teach all students to think critically
- Who is ‘you’?
- The 2015 Queensland Philosophy and Reason syllabus
- Are we individual or social creatures?
- The Ethics of Robot Cars
- Free Will and the Genome Project
- Watch what you think….
- Hume’s criticism of the design argument
- Another resource for Fallacies of Reasoning
- Biased sample? Circular reasoning?
- Indian High Court Rules Astrology is a Science
- Richard Feynman on the nature of science
- Do Subatomic Particles have Free Will?
- Numbers and Language
- Ockham's Razor
- Alternative Medicine - Sincerity no substitute for evidence
- To think critically means to agree with me! Clarity makes people angry...
- The power of the non sequitur
USEFUL RSS FEEDS
- Why Our Children Don’t Think There Are Moral Facts
- How Liberalism and Racism Are Wed
- Outing A.I.: Beyond the Turing Test
- What Alabama’s Roy Moore Got Right
- Executing Them Softly
- Philosophy’s Lost Body and Soul
- How to Be a Stoic
- Can Torture Ever Be Moral?
- What, To the Black American, Is Martin Luther King Jr. Day?
- What’s Wrong With ‘All Lives Matter’?
- Augmented Soldier Ethics IV: Cybernetics
- Robo Responsibility
- Spinoza, Self Help and Agency
- Could Black Panther be White?
- For Better or Worse Reasoning Free on Amazon 2/23/2015-2/27/2015
- Debating the Keystone XL Pipeline
- Ransoms & Hostages
- Are Anti-Vaccination People Stupid?
- Should You Attend a For-Profit College?
- Augmented Soldier Ethics III: Pharmaceuticals
- Positive about local government
- Unlocking Migrants’ Confidence
- Creativity and new manufacturing
- Can games technology revive place-making?
- Do politicians need a social licence?
- Is the future of cities smart?
- Ethics in Business
- When it Takes Courage to Talk Sense
- Can we own the news?
- Community Venturing – Is it Business Venturing?
- Descendants of Holocaust Survivors Have Altered Stress Hormones
- Gossip Boosts Self-Reflection
- What is Déjà Vu?
- Why People "Fly from Facts"
- Why People "Fly from Facts"
- Mental Health May Depend on Creatures in the Gut
- How Designers Can Improve Health Care For Everyone
- Pain Cases May Usher Brain Scans into the Courtroom
- Can Science Solve Terrorism? Q&A with Psychologist John Horgan
- 2 Natural Philosophers Discuss the Mind
- Topher White: What can save the rainforest? Your used cell phone
- Jon Gosier: The problem with "trickle-down techonomics"
- Helder Guimarães: A magical search for a coincidence
- Ben Wellington: How we found the worst place to park in New York City -- using big data
- Romina Libster: The power of herd immunity
- Khalida Brohi: How I work to protect women from honor killings
- Rob Knight: How our microbes make us who we are
- James A. White Sr.: The little problem I had renting a house
- Angelo Vermeulen: How to go to space, without having to go to space
- Laura Boushnak: For these women, reading is a daring act
More from Dilbert
Discuss (1) this analogy and the (2) image below.
(1) Here is the source article for the analogy.
“That’s the thing. The reason why we would be hesitant to endorse it is that – what normal person would be paid to do something so compromising as raping a human being? But yet we have this idea that we can kill someone in a way that doesn’t implicate us. If it’s not right to torture someone for torture, abuse someone for abuse, rape someone for rape, then how can we think we can kill someone for killing?”
All first year students at the University of Technology Sydney could soon be required to take a compulsory maths course in an attempt to give them some numerical thinking skills.
The new course would be an elective next year and mandatory in 2016 with the university’s deputy vice-chancellor for education and students Shirley Alexander saying the aim is to give students some maths “critical thinking” skills.
This is a worthwhile goal, but what about critical thinking in general?
Most tertiary institutions have listed among their graduate attributes the ability to think critically. This seems a desirable outcome, but what exactly does it mean to think critically and how do you get students to do it?
Did you know Queensland has Taught Philosophy and Logic as a senior subject for around 100 years? Here is the new syllabus. Notice the focus on the skill of argumentation.
How about robot cars with ethics settings adjusted to suite the driver?
Here’s a Terrible Idea: Robot Cars With Adjustable Ethics Settings
Here’s a PDF
What you think is right may actually be wrong – here’s why
We like to think that we reach conclusions by reviewing facts, weighing evidence and analysing arguments. But this is not how humans usually operate, particularly when decisions are important or need to be made quickly.
What we usually do is arrive at a conclusion independently of conscious reasoning and then, and only if required, search for reasons as to why we might be right.
The first process, drawing a conclusion from evidence or facts, is called inferring; the second process, searching for reasons as to why we might believe something to be true, is called rationalising.
A useful resource produced by NASA debunking claims that the moon landings were faked.
A useful teaching resource in deductive logic. Booklet of logic puzzles.