Abstract: For several decades, myths about the brain — neuromyths — have persisted in schools and colleges, often being used to justify ineffective approaches to teaching. Many of these myths are biased distortions of scientific fact. Cultural conditions, such as differences in terminology and language, have contributed to a ‘gap’ between neuroscience and education that has shielded these distortions from scrutiny. In recent years, scientific communications across this gap have increased, although the messages are often distorted by the same conditions and biases as those responsible for neuromyths. In the future, the establishment of a new field of inquiry that is dedicated to bridging neuroscience and education may help to inform and to improve these communications.
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- A nice Philosophy of Mind summary
- The power of categorical logic
- What exactly is the scientific method and why do so many people get it wrong?
- Paralympic athletes faster than olympic athletes — what does this tell us about difference?
- Logic: if + then = why? How can we understand the power of logic?
- How do we ensure we are exposed to new ideas? A parody with bite.
- A Life of Meaning (Reason Not Required) – What is the nature of our relationship with reason?
- Can you name this cognitive bias?
- By what measures can we value human life?
- Teaching philosophy improves standardised scores
- Are we in control of our own decisions?
- Neuroscience and education: myths and messages
- Free will is not as free as we think – and that’s ok.
- Where’s the Proof in Pseudoscience?
- Science in the lead?
- A Wolf in Sheep's Lab Coat - Pseudoscience in the 21st Century
- Misunderstanding Statistics
- Digital Piracy
- Did aversion to bitter tastes evolve into moral disgust?
- Can science answer questions about morality?
- The Mind Body Problem
- Learn to be Psychic in 10 Easy Lessons
- Cognitive Dissonance Explained
- Categorical Logic booklet (deductive logic)
- When to lead and when to follow
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- The Lesson History Teaches Is Tragic
- How We Went From ‘Soup Nazis’ to Real Nazis
- What Kind of Problem Is Climate Change?
- Do We Really Understand ‘Fake News’?
- The Beauty of the Ordinary
- Why Are Poor Women Poor?
- Should Work Be Passion, or Duty?
- Don’t Dismiss ‘Safe Spaces’
- Why Philosophers Shouldn’t Sign Petitions
- Dear God, Are You There?
- Dangerous Minds: Nietzsche, Heidegger, & the Return of the Far Right by Ronald Beiner
- News: October/November 2019
- Schopenhauer’s Flight of the Valkyries
- Shelley Matheis’ Cartoon
- Goading Gladiators
- Michel Serres (1930-2019)
- The Mind of Leonardo da Vinci
- Conceptual Origami
- Philosophical Outlook & Mental Well-Being
- The Color of Noise: What Do Hues Have to Do with Sound?
- Why Do Some People Need Less Sleep? It's in Their DNA
- Happier Babies Have an Edge
- Is Moral Relativism Really a Problem?
- Latitude Adjustment: Distance from the Equator Shapes Our Thinking
- Ancient Teeth Reveal Social Stratification Dates Back to Bronze Age Societies
- How Mere Humans Manage to Comprehend the Vastness of the Universe
- Artificial Intelligence Learns to Talk Back to Bigots
- Sleep Deprivation Shuts Down Production of Essential Brain Proteins
- The Fearful Mind
- How a handful of fishing villages sparked a marine conservation revolution | Alasdair Harris
- A circular economy for salt that keeps rivers clean | Tina Arrowood
- The psychological impact of child separation at the US-Mexico border | Luis H. Zayas
- An app that helps incarcerated people stay connected to their families | Marcus Bullock
- How we can eliminate child sexual abuse material from the internet | Julie Cordua
- After billions of years of monotony, the universe is waking up | David Deutsch
- Revelations from a lifetime of dance | Judith Jamison and members of the Alvin Ailey American Dance Theater
- What Bruce Lee can teach us about living fully | Shannon Lee
- How we're using DNA tech to help farmers fight crop diseases | Laura Boykin
- A personal plea for humanity at the US-Mexico border | Juan Enriquez
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