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?
- Dilbert Analogy Cartoon
- Privacy vs Security
- More, Sir Thomas - Utopia
- Philosophy of Religion - Unit Exam
- Ghost in the Machine
- Watch what you think....
- The Truth Wears Off
- Analysis of Critical Thinking in Climate Science
- Heads I Win - A study of persitence of belief by Tim van Gelder
- Misunderstanding Statistics
USEFUL RSS FEEDS
- This Is Not Just About Junot Díaz
- The Ancient Myth of ‘Good Fences’
- How to Be a Prophet of Doom
- ‘Transparency’ Is the Mother of Fake News
- The Upside of Envy
- Happy Birthday, Karl Marx. You Were Right!
- It’s Westworld. What’s Wrong With Cruelty to Robots?
- Should I Give Up on White People?
- Should Chimpanzees Be Considered ‘Persons’?
- How to Serve a Deranged Tyrant, Stoically
- Type R and Organisational Resilience
- The New Localism: Think Like a System, Act Like an Entrepreneur
- Blockchain platforms can enable good work
- Museum Conservation and 21st Century Education
- Anchors Aweigh: Universities and local industrial strategies
- The Non Sense of Work Life Balance
- The rights of people with a disability are being ignored – what can we do?
- Bringing classical music to a new audience
- The power of creative thinking
- Regulation of AI: Not if but when and how
- When Do Puppies Hit "Peak Cuteness" to Humans?
- Are We Even Playing the Same Game?
- Why Are White Men Stockpiling Guns?
- The Truth about Hans Asperger's Nazi Collusion
- It's That Dress Again, but Now for Your Ears
- 5 Ways Technology Is Making Us Anxious
- Who Are You Calling Normal?
- The Science of Altering Consciousness
- 10 Things You Don't Know about Yourself
- Memory Transferred between Snails, Challenging Standard Theory of How the Brain Remembers
- Why fascism is so tempting -- and how your data could power it | Yuval Noah Harari
- "You Found Me" | Helen Gillet
- How Pakistani women are taking the internet back | Nighat Dad
- The age-old sharing economies of Africa -- and why we should scale them | Robert Neuwirth
- Scientists must be free to learn, to speak and to challenge | Kirsty Duncan
- The doctors, nurses and aid workers rebuilding Syria | Rola Hallam
- A healthy economy should be designed to thrive, not grow | Kate Raworth
- The truth about unwanted arousal | Emily Nagoski
- "Iyeza" / "Zabalaza" | Thandiswa Mazwai
- What it's like to be a transgender dad | LB Hannahs
May 2018 Mon Tue Wed Thu Fri Sat Sun 30 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 1 2 3
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?