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?
- Straw man fallacy from Dilbert
- Categorical Logic booklet (deductive logic)
- Teaching philosophy improves standardised scores
- Richard Feynman on the nature of science
- FAPSA - Federation of Australian Philosophy in Schools Associations
- Monkeys given Huntington's for study
- Three essays about France's response to the veil (hijab, burqa, etc.)
- Victorian Philosophy Syllabus
- When to lead and when to follow
- The Anchoring Effect
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
- Listening to a Story Helps Hospitalized Kids Heal
- People Who Jump to Conclusions Show Other Kinds of Thinking Errors
- Large Trial Finds Oxytocin Nasal Spray Is Ineffective for Autism
- Remote Work Can Be Better for Innovation Than In-Person Meetings
- An Inventory of All the Brain Cells That Let You Run, Jump and Roll
- A Cell Atlas Reveals the Biodiversity inside Our Head
- How Pandemic Life Mimicked Pioneer Times
- Experimental Brain Implant Could Personalize Depression Therapy
- The Educational Power--and the Limits--of Personalized Children's Books
- Discrimination Persists in Society--but Who Discriminates?
- How we could eat real meat without harming animals | Isha Datar
- The first step towards more inclusive dermatology | Jenna C. Lester
- What you discover when you really listen | Hrishikesh Hirway
- A roadmap for young changemakers | Melati Wijsen
- 5 tips for dealing with meeting overload | Cindy Solomon
- How humanity doubled life expectancy in a century | Steven Johnson
- A more accurate way to calculate emissions | Charlotte Degot
- The brain science of obesity | Mads Tang-Christensen
- How NFTs are building the internet of the future | Kayvon Tehranian
- Want to truly succeed? Lift others up while you climb | Amber Hikes
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Another Dilbert moment…
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.
From NYTimes – By GARY GUTTING, The Stone
Link – As a philosophy professor, I spend much of my time thinking about the arguments put forward by professional philosophers. As a citizen (and an occasional columnist for The Stone), I also spend lots of time thinking about the arguments put forward by Democrats and Republicans on currently disputed political issues.
If ‘I’ change ‘my’ mind? Then where do ‘I’ fit in?