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 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?
- Simpsons - post hoc ergo propter hoc
- Evolution: science and belief - Intelligent Design?
- Let's not forget we're the land of the fair go
- Truth Trees booklet
- New Scientist website
- Science and Conspiracy
- Stanford Encylcopedia of Philosophy
- Why You Don’t Know Your Own Mind
- The Moon Landings Were Faked and the Characteristics of a Good Hypothesis
USEFUL RSS FEEDS
- What Pop Stoicism Misses About Ancient Philosophy
- Humans Are Animals. Let’s Get Over It.
- Death Has Many Names
- What Would David Bowie Do?
- Are We the Cows of the Future?
- Time Isn’t Supposed to Last This Long
- A.I. and I
- Of Death and Consequences
- I Don’t Want You to ‘Believe’ Me. I Want You to Listen.
- Teaching Racial Justice Isn’t Racial Justice
- The Green Corridors Initiative
- Governance governing government
- Why print money when we can print wealth?
- Building a resilient health and care system
- We'll always have Paris?
- Experimentation and equity in global cities
- Technology-enabled deliberative democracy
- Healthier placemaking
- Creating a sovereign wealth fund in Wolverhampton
- Economic recovery and climate action
- The Olympics without Fans Is Harming Athletes' Performance
- Immune Cells Suggest New Alzheimer's Treatment Possibilities
- How to Raise Kids Who Don't Grow Up to Be Jerks (or Worse)
- New Brain Implant Transmits Full Words from Neural Signals
- The Neuroscience of Taking Turns in a Conversation
- 'Ambiguous Loss' from Miami-Area Condo Collapse Makes Grieving Harder
- We're Fumbling the Return to Physical Offices
- How the Pandemic Roiled the Foster Care System
- It's Not You, It's COVID: Couples Who Blamed Pandemic for Tensions Stayed Happier
- The Quiet after the Storm
- The informal settlements reshaping the world | Jota Samper
- The radical, revolutionary resilience of Black joy | Miracle Jones
- 3 rules for a zero-carbon world | Nigel Topping
- The ancient origins of the Olympics | Armand D'Angour
- Are wild animals really "wild"? | Emma Marris
- How every child can thrive by five | Molly Wright
- The (de)colonizing of beauty | Sasha Sarago
- Why COP26 is our best chance for a greener future | Alok Sharma
- 3 myths about racism that keep the US from progress | Candis Watts Smith
- The missing 96 percent of the universe | Claire Malone
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Author Archives: Peter Ellerton
Can you prove you have free will?
Exploring the relationship between cognitive skills and the values of inquiry. Grey boxes describe student work. This can be used to generate rubrics. CT Matrix
A model for understanding effective thinking through categorising key educational ideas and examining the relationships between them. Skills Values and Virtues of Inquiry
Peter Ellerton, The University of Queensland Belief in a flat Earth seems a bit like the attempt to eradicate polio – just when you think it’s gone, a pocket of resistance appears. … Continue reading
Zeno does it again.
Peter Ellerton, The University of Queensland When a group of Australians was asked why they believed climate change was not happening, about one in three (36.5%) said it was “common sense”, according to a report published last year by the … Continue reading
Peter Ellerton, The University of Queensland The idea of a thinking machine is an amazing one. It would be like humans creating artificial life, only more impressive because we would be creating consciousness. Or would we? How can meat think? … Continue reading
Peter Ellerton, The University of Queensland A new paper on teaching critical thinking skills in science has pointed out, yet again, the value of giving students experiences that go beyond simple recall or learned procedures. It is a common lamentation … Continue reading
Peter Ellerton, The University of Queensland The old adage that children should be seen and not heard is nothing but wishful thinking. Children are naturally inquisitive and they usually can’t help verbalising their curiosity. Asking “why?” is the most natural … Continue reading
Working together for critical thinking in schools Peter Ellerton, The University of Queensland One of the most desirable characteristics of school graduates is that they can think critically. This helps them individually and also helps the societies in which they … Continue reading
How to teach all students to think critically Peter Ellerton, The University of Queensland 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 … Continue reading
Is this a good analogy?
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 … Continue reading