Philosopher’s Zone- NYTimes – The Stone
- What Judaism Teaches Us About the Fear of Death
- William James’s Varieties of Irish Experience
- Mary Shelley Created ‘Frankenstein,’ and Then a Pandemic
- Our ‘Pursuit of Happiness’ Is Killing the Planet
- The Coronavirus Is Us
- How Does a Buddhist Monk Face Death?
- Are ‘Near-Death Experiences’ Real?
- Facing the Fact of My Death
- Roger Scruton Was a Conservative. But What Kind?
- What Do We Owe the Dead?
- Philosophy Now
- RSA Animate
- Scientific American – Mind and Brain
- Connecting with Voters in a Time of Social Distancing
- Feeling Cooped Up? Here's How to Stay Healthy, Sharp and Sane
- Treating "Moral" Injuries
- Can Science Explain Deja Vu?
- What's Scarier than the Coronavirus?
- The Neuroscience of Free Will: A Q&A with Robyn Repko Waller
- When We're Wrong, It's Our Responsibility as Scientists to Say So
- Recommended Books, March 2020
- COVID-19's Psychosocial Impacts
- Near Real-Time Studies Look for Behavioral Measures Vital to Stopping Coronavirus
- TED talks
- What the world can learn from China's response to the coronavirus | Gary Liu
- The quest for the coronavirus vaccine | Seth Berkley
- Indigenous wisdom should be at the heart of climate activism | Hindou Oumarou Ibrahim
- 2 questions to uncover your passion -- and turn it into a career | Noeline Kirabo
- How we must respond to the coronavirus pandemic | Bill Gates
- Simple, effective tech to connect communities in crisis | Johanna Figueira
- How to be your best self in times of crisis | Susan David
- A camera that can see around corners | David Lindell
- The weird history of the "sex chromosomes" | Molly Webster
- Go ahead, dream about the future | Charlie Jane Anders
Category Archives: Resources
The power of categorical logic
The sum of all knowledge in two books…
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What exactly is the scientific method and why do so many people get it wrong?
There’s a big difference between science and pseudoscience. But if people don’t understand how science works in the first place, it’s very easy for them to fall for the pseudoscience. Source: What exactly is the scientific method and why do … Continue reading
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Paralympic athletes faster than olympic athletes — what does this tell us about difference?
Four 1500m runners in the T13 class at the Paralympics all ran faster in their final than the time that won American Matthew Centrowitz the gold medal at the Summer Olympics in Rio last month. Source: Paralympics Rio 2016: 1500m … Continue reading
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Logic: if + then = why? How can we understand the power of logic?
Hold on to your modus ponens; we’re getting serious about precision. Logic works in a surprising range of places, from the law to your smart phone. It’s all about propositions and connectives—if you infer validly you should end up with … Continue reading
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How do we ensure we are exposed to new ideas? A parody with bite.
Assuring users that the company’s entire team of engineers was working hard to make sure a glitch like this never happens again, Facebook executives confirmed during a press conference Tuesday that a horrible accident last night involving the website’s algorithm … Continue reading
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A Life of Meaning (Reason Not Required) – What is the nature of our relationship with reason?
If philosophy is to stay relevant, it must bridge the gap between feeling, thought and reason. Few would disagree with two age-old truisms: We should strive to shape our lives with reason, and a central prerequisite for the good life … Continue reading
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Can you name this cognitive bias?
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Teaching philosophy improves standardised scores
Want to improve NAPLAN scores? Teach children philosophy Latest figures show that student scores in reading, writing, language and numeracy have failed to improve despite schools receiving record funding over the past few years. The National Assessment Program – Literacy … Continue reading
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Are we in control of our own decisions?
Dan Ariely — One of the most significant of TED talks for understanding how we think.
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Neuroscience and education: myths and messages
NATURE REVIEWS | NEUROSCIENCE 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. … Continue reading
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Free will is not as free as we think – and that’s ok.
The Philosopher’s Zone – ABC Radio National (Australian Broadcasting Corporation) Free will is on the run. Bit by scientific bit, the belief that we might actually command our own domain is in retreat. But all is not lost, according to … Continue reading
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Where’s the Proof in Pseudoscience?
Peter Ellerton, The Conversation Contrast this with homeopathy, a field that has generated no discernible growth in knowledge or practice. While the use of modern scientific language may make it sound more impressive, there is no corresponding increase in knowledge … Continue reading
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Science in the lead?
Is scientific progress outpacing progress in areas such as ethics and politics? What does progress in these areas look like?
Posted in Ethics and Moral Philosophy, Media Articles, Cartoons, Social and Political Philosophy
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Plato and Aristotle from ‘The School of Athens’
Plato advocating for the Forms, Aristotle for the world. Add in the word ‘basketball’, and you cannot unsee it.
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Teaching the nature of science (and keeping students engaged)
Peter Ellerton, The Conversation What’s particularly disturbing about current science education at the primary, secondary and tertiary level is the almost complete lack of explicit consideration of what I’ve referred to as the “nature of science”. Not only are many … Continue reading
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Why You Don’t Know Your Own Mind
Alex Rosenburg, The Stone. It is often said that we can never truly know the minds of others, because we can’t “get inside their heads.” Our ability to know our own minds, though, is rarely called into question. It is … Continue reading
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The value of subjective experience (or not)
From smbc
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Free will and mobile phones
Can you prove you have free will?
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A Critical Thinking Matrix
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
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The Skills, Values and Virtues of Inquiry
A model for understanding effective thinking through categorising key educational ideas and examining the relationships between them. Skills Values and Virtues of Inquiry
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