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David McGavock

The Problem of Consciousness - 1 views

users.ecs.soton.ac.uk/...searle.prob.html

consciousness defined Searle theory mind

shared by David McGavock on 20 May 12 - Cached
  • The Problem of Consciousness* John R. Searle (copyright John R. Searle) Abstract: This paper attempts to begin to answer four questions. 1. What is consciousness? 2. What is the relation of consciousness to the brain? 3. What are some of the features that an empirical theory of consciousness should try to explain? 4. What are some common mistakes to avoid? The most important scientific discovery of the present era will come when someone -- or some group -- discovers the answer to the following question: How exactly do neurobiological processes in the brain cause consciousness? This is the most important question facing us in the biological sciences, yet it is frequently evaded, and frequently misunderstood when not evaded. In order to clear the way for an understanding of this problem. I am going to begin to answer four questions: 1. What is consciousness? 2. What is the relation of consciousness to the brain? 3. What are some of the features that an empirical theory of consciousness should try to explain? 4. What are some common mistakes to avoid?
  • If science is supposed to give an account of how the world works and if subjective states of consciousness are part of the world, then we should seek an (epistemically) objective account of an (ontologically) subjective reality, the reality of subjective states of consciousness. What I am arguing here is that we can have an epistemically objective science of a domain that is ontologically subjective.
  • David McGavock on 20 May 12
     
    The Problem of Consciousness* John R. Searle (copyright John R. Searle) Abstract: This paper attempts to begin to answer four questions. 1. What is consciousness? 2. What is the relation of consciousness to the brain? 3. What are some of the features that an empirical theory of consciousness should try to explain? 4. What are some common mistakes to avoid? The most important scientific discovery of the present era will come when someone -- or some group -- discovers the answer to the following question: How exactly do neurobiological processes in the brain cause consciousness? This is the most important question facing us in the biological sciences, yet it is frequently evaded, and frequently misunderstood when not evaded. In order to clear the way for an understanding of this problem. I am going to begin to answer four questions: 1. What is consciousness? 2. What is the relation of consciousness to the brain? 3. What are some of the features that an empirical theory of consciousness should try to explain? 4. What are some common mistakes to avoid?
Charles van der Haegen

PICNIC : // Help U.S.: Lawrence Lessig - 2 views

www.picnicnetwork.org/lawrence-lessig-on-help-us

shared by Charles van der Haegen on 24 Sep 11 - No Cached
  • Charles van der Haegen on 24 Sep 11
     
    "How are governments responding to the entitlement, engagement and sharing brought about by the Internet? How can policy "mistakes" be fixed in "high functioning democracies"? Harvard law professor and Creative Commons founder Lawrence Lessig describes how policy errors in the United States are having unintended negative consequences and he implores "outsiders" to help US to correct its mistakes with balanced, sensible policy alternatives"
  • Charles van der Haegen on 24 Sep 11
     
    May interest you, Laurence Lessig forcefull speach at Picbnic in Amsterdam in September 2011
  • Bryan Alexander on 26 Sep 11
     
    Very fine talk, as usual with Lessig. I wonder where this anti-corruption drive will go.
David McGavock

A New Culture of Learning | Social Media Classroom - 3 views

socialmediaclassroom.com/...a-new-culture-learning

culture learning mistakes WIERD JSB mindamp learning culture

shared by David McGavock on 21 May 11 - No Cached
  • A New Culture of Learning
  • what strikes me is the second part of the title Cultivating the Imagination for a World of Constant Change.
  • I love seeing a child's imagination being captivated
  • ...32 more annotations...
  • I am challenged by many who see social-media as the next project rather than a shift in the paradigm of existence.
  • I believe that dissatisfaction with the factory model of school, along with the growing number, ubiquity, and accessiblity, of tools (for connection, collaboration and creation) will tip the balance toward new models and cultures of learning.
  • I love to see teachers and student figuring out how to use technology together; asking questions, trying stuff, "messing around" as Brown would say.
  • The Social Life of Information by John Seely Brown and Paul Duguid
  • Can I just say that it is amazingly prescient and still relevant even a decade later? I'm interested in comparing it to his more recent book in discussion here.
  • Howard reponds with an idea on assignments (and the power of assignments). I found the questions (or in other courses the assignements) to really good at directing my brain. 1.Read the question 2. go to sleep 3. stare at the ceiling for hours 4. brush teeth 5. eurekaThese methods are also used in action learning and action research
  • I'm reading the book "the myth of management" (which is not related to learning), and I found out that finding "faults" is actually a dirty consultant trick, as it expands the window through which you can sell your solution. I hacked that idea and replaced solution with learning.
  •  The role of the instructor in balancing freedom and structure -- setting enough structure so that the unlimited freedom doesn't become vertiginous and overwhelming -- resonates with my experiences with Rheingold U. so far. Assignments seem to help, but they can't be too onerous.
  •  Very nice article comparing Thomas/JSB ideas to John Dewey's:
  •  http://charlestkerchner.com/wp-content/uploads/2011/04/DeweyThomas.pdf
  • Ernst - I am particularly interested in Action Research of the "plan, act, observe,reflect" variety where we never really arrive at conclusions but start again in a new cycle of teaching and learning.
  • that idea of teaching people to fail is very important - I notice that this is acceptable very often in business especially in the contexts of 'start-ups' but unacceptable in most schools. Here in Europe, the work of the Finnish educationalist Pasi Sahlberg gets a lot of attention - one of his motifs is learning to be wrong.
  • Knowing who to listen to in the 'noise' of all the information overload is important - I'm looking forward to our continuing review of how we all re-imagine that new culture of learning.
  • Can You, and if yes, How,  Change a system from within? This is one of the key issues of our time. Learning, PLN, Community support structures, activism, Social media, cooperation.. are all part of that... so it is realIy at the heart of our SMC Alumni topics. 
  • I would suggest, we should be dialoguing in depth about the question, and how to formulate it, before jumping to solutions...
  • The work of social and developmental psychologist, Carol Dweck can inform our discussion about failure,
  • Her book, Mindset, posits that some students have growth mindsets and some have fixed mindsets.
  • Ernst, I adore your description of problem-solving (especially the enumerated part). Downtime is essential for processing information and I agree, even subtle shifts within group dynamics can cause huge internal vistas to open up.
  • The idea of structuring for failure in itself is a whole new take on creative thinking.
  • Schools reward success.  That's our measurement system, our "leaderboard".  Some winners at school go on to run schools. Schools punish failure deeply, systematically.  Remember dunce caps? So taking failure as a good thing is, at the very least, weird and defamiliarizing!
  • Chapter Two of Thomas and Seely-Brown's book  is so short - just five pages - They conclude with the idea ....the point is to embrace what we don't know, come up with better questions about it, and continue asking those questions in order to learn more and more, both incrementally and exponentially. I wonder do the authors want us to reflect repeatedly on the contents of the chapter given its brevity.
  • is it certain type of people who fail, who are subsequently allowed to start again?
  • book's first chapter
  • Two key elements: network ("a massive information network that provides almost unlimited access and resources", sounds like mobile + Web) and environments ("bounded and structural") (19).
  • what do you make of the examples they present?  What do they suggest about the theory they exemplify?
  • ohn Seely Brown is particularly interested in the idea of tinkering. He suggests one of the best 'tinkering' models is the architectural studio -- the place where students work together trying to solve each others' problems, and a mentor or master can also take part in open criticism. Find out why this is a model for us all.  http://www.abc.net.au/rn/bydesign/stories/2011/3147776.htm
  • The first chapter is a pretty rosy, and might I say westernized, view of the power of Internet access + play in learning.* It manages to enlighten and engage using a few choice narratives (I imagine we will get to the power of those at some point in the book, too) and sets us up for the rationale to come.
  • * I'm looking for some reaction with regards to that comment
  • based on WEIRD (Western Educated Industrialized Rich Democratic) concepts. (An aside, here's a truly wonderful post unpacking of the idea of WEIRD in social science research.)
  • I can only talk for myself but there are contradictions between what I think is best to do with the students I teach and what I actually do. This "living contradiction" is something I consider in my own studies - I noticed a Tweet last night from Howard: Online and blended learning is NOT about automating delivery of knowledge, but about encouraging peer learning, inquiry, discourse.
  • The sentence I liked most from Chapter One reads "One of the metaphors we adopt to describe this process is cultivation. A farmer for example takes the nearly unlimited resources of sunlight, wind, water, earth, and biology and consolidates them into the bounded and structured environment of garden or farm. We see a new culture of learning as a similar kind of process - but cultivating minds instead of plants"
  • Everyone - you may have seen the piece below - if not please take 12 minutes to view it - it fits nicely with our current discussion
  • David McGavock on 21 May 11
     
    This is the first capture of the conversation from the thread "A New Culture of Learning". We'll see how this goes
  • Howard Rheingold on 21 May 11
     
    I read the book almost cover to cover. It led me to think more about pushing what I've been doing closer to pure p2p. One of the co-learners in the latest Mindamp told me about "paragogy." That one is worth bookmarking.
David McGavock

Create more than you consume  - Medium - 1 views

medium.com/...-than-you-consume-9c1bc89dc71d

Infotention thinking tools learning culture creation consumption Learning pyramid tinker

shared by David McGavock on 24 Jun 14 - No Cached
  • The Learning Pyramid states that people retain:90% of what they learn when they teach someone else/use immediately.75% of what they learn when they practice what they learned.50% of what they learn when engaged in a group discussion.30% of what they learn when they see a demonstration.20% of what they learn from audio-visual.10% of what they learn when they’ve learned from reading.5% of what they learn when they’ve learned from lecture.
  • One of the studies reviewed by our lab was on meditation and how being in the moment decreases the noise in your brain, leading to improved scores on working memory and intelligence tests.
  • When you tie an emotion to an experience, a hormone is released that greases the wheels at certain chemical locations in the brain where nerves rewire to form new memory circuits:
  • ...6 more annotations...
  • When you consume in a passive way, by skimming and moving to the next thing, you’re at a learning disadvantage.
  • When I was in University, I worked at a psychology research center under the direction of one of Time Magazine’s Top 100 most influential people, Dr. Richie Davidson.
  • Self-taught individuals, also called autodidacts, are masters of retaining information largely because of their ability to reflect and put into action most of what they consume.
  • Instead of just trying to get to the end of your Twitter feed or articles that you saved for later, read each article as if you would need to tell a friend about it after.
  • 1-page summary immediately after every chapter he reads.
  • Nothing will help you absorb more of what you consume than trying to do. It’s through the mistakes made where the real learning happens.
  • David McGavock on 24 Jun 14
     
    Great article on creation, consumption, learning, memory
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