Re-turning to our experiences of putting a diffractive methodology to work ourselves, as well as engaging with the writings of Donna Haraway and Karen Barad, we produce some propositions re...

Contemporary theories of consciousness are based on widely different concepts of its nature, most or all of which probably embody aspects of the truth about it. Starting with a concept of consciousness indicated by the phrase “the feeling of what happens” (the title of a book by Antonio Damásio), we attempt to build a framework capable of supporting and resolving divergent views. We picture consciousness in terms of Reality experiencing itself from the perspective of cognitive agents. Each conscious experience is (...) regarded as composed of momentary feeling events that are combined by recognition and evaluation into extended conscious episodes that bind cognitive contents with a wide range of apparent durations (0.1 secs to 2 or more secs, for us humans, depending on circumstances and context). Three necessary conditions for the existence of consciousness are identified: a) a ground of Reality, envisaged as an universal field of potentiality encompassing all possible manifestations, whether material or 'mental'; b) a transitional zone, leading to; c) a manifest world with its fundamental divisions into material, 'informational' and quale-endowed aspects. We explore ideas about the nature of these necessary conditions, how they may relate to one another and whether our suggestions have empirical implications. (shrink)

A scientific community cannot practice its trade without some set of received beliefs. These beliefs form the foundation of the "educational initiation that prepares and licenses the student for professional practice". The nature of the "rigorous and rigid" preparation helps ensure that the received beliefs are firmly fixed in the student's mind. Scientists take great pains to defend the assumption that scientists know what the world is like...To this end, "normal science" will often suppress novelties which undermine its foundations. Research (...) is therefore not about discovering the unknown, but rather "a strenuous and devoted attempt to force nature into the conceptual boxes supplied by professional education". (shrink)

Presents German physicist Werner Heisenberg's 1958 text in which he discusses the philosophical implications and social consequences of quantum mechanics and other physical theories.

Thomas S. Kuhn's classic book is now available with a new index.

This paper extends the work of a previous paper on the flow of time, to consider the origin of the arrow of time. It proposes that a ‘past condition’ cascades down from cosmological to micro scales, being realized in many microstructures and setting the arrow of time at the quantum level by top-down causation. This physics arrow of time then propagates up, through underlying emergence of higher level structures, to geology, astronomy, engineering, and biology. The appropriate spacetime picture to view (...) all this is an Evolving Block Universe ‘EBU’, that recognizes the way the present is different from both the past and the future. This essential difference is the ultimate reason the arrow of time has to be the way it is. (shrink)

A theoretical physicist and feminist theorist, Karen Barad elaborates her theory of agential realism, a schema that is at once a new epistemology, ontology, and ethics.

The outcomes of educational assessments undoubtedly have real implications for students, teachers, schools and education in the widest sense. Assessment results are, for example, used to award qualifications that determine future educational or vocational pathways of students. The results obtained by students in assessments are also used to gauge individual teacher quality, to hold schools to account for the standards achieved by their students, and to compare international education systems. Given the current high-stakes nature of educational assessment, it is imperative (...) that the measurement practices involved have stable philosophical foundations. However, this article casts doubt on the theoretical underpinnings of contemporary educational measurement models. Aspects of Wittgenstein’s later philosophy and Bohr’s philosophy of quantum theory are used to argue that a quantum theoretical rather than a Newtonian model is appropriate for educational measurement, and the associated implications for the concept of validity are elucidated. Whilst it is acknowledged that the transition to a quantum theoretical framework would not lead to the demise of educational assessment, it is argued that, where practical, current high-stakes assessments should be reformed to become as ‘low-stakes’ as possible. This article also undermines some of the pro high-stakes testing rhetoric that has a tendency to afflict education. (shrink)

This is a topically organized introduction to the traditional problems of philosophy. It aims to introduce readers to traditional philosophical problems and to expose readers to philosophical argumentation in such a way that they will feel confident in handling abstract concepts.

Current education paradigms were informed by the classical Newtonian worldview of brain functioning in which the mind is simply the physical activity of the brain, and our thoughts cannot have any effect upon the physical world. However, researchers in the field of quantum mechanics found that the outcomes of certain subatomic experiments are determined by the consciousness of the observer, leading philosophers to propose that the observed and the observer are linked. Quantum mechanics also demonstrates that distant minds may behave (...) in simultaneous correlational ways, in the absence of being linked through any known energetic signal. Further, researchers in this field propose that an external memory space is operating in the human brain, suggesting that this proposed external memory space may be a quantum field surrounding the brain and interacting with other fields, generating a global mental field of information flow. This article proposes that current education paradigms, which have been informed by a classical Newtonian physics worldview may need to be expanded to include a quantum mechanics worldview. The author seeks to understand if, and how, quantum mechanics could inform education practices, theories and paradigms and invites discussion, debate and speculation on the implications this would have for education systems. (shrink)

Our interest focusses on the idea, that consciousness is a powerful acting entity. Up to now there does not exist a scientific concept for this idea. This is not due to problems within the field of psychology or brain research, but rather in resisting theories of modern physics. That is, why we have to search for a solution in the field of physics. A solution can be found in a new understanding of the basics of physical theory. That could be (...) given by abstract and absolute quantum bits of information. To avoid the popular misunderstanding of “information” as “meaningful” it was necessary to find a new word for the free-of-meaning AQI bits: the AQI bits establish a quantum pre-structure termed “Protyposis”, out of which real objects can be formed, starting from energetical and material elementary particles. The Protyposis AQI bits provide a pre-structure for all entities in natural sciences. They are the basic entities, whereof the physical nature of the brain, on the one hand, and the mental nature of consciousness, on the other hand, were formed during the cosmological and the following biological evolution. A deeper understanding of quantum structures may help to overcome the resistance against quantum theory in the field of brain research and consciousness. The key for an understanding is the concept of Protyposis, which means an abstract quantum information free of any definite meaning. With the AQI bits of the Protyposis, both, massless and massive quantum particles can be constructed. Even quantum information with special meanings, in example grammatically formulated thoughts, eventually could be explained. As long as the fundamental basis of quantum theory is misunderstood as being formed by a manifold of some small objects like atoms, quarks, or strings, the problem of understanding consciousness has no solution. If instead we understand quantum theory as based on truly simple quantum structures, there would be no longer fundamental problems for an understanding of consciousness. (shrink)

Neohumanist Educational Futures breaks new ground by linking neohumanism (the expansion of humanism to include nature and deep spirituality) with pedagogy and futures thinking. Inayatullah, Bussey and Milojevic, all educators, theorize the ethics of inclusion and exclusion; situate neohumanism in Tantric and transcultural futures; map out issues in neohumanist pedagogy (including, education for world futures; from information to wisdom; social cohesion in South Africa; speciesism and vegetarian pedagogy in Sweden; alternative indicators for neohumanism; integrated intelligence, peace and non-violence, partnership education; (...) and the politics of historiography) and provide case studies of neohumanist educational practice. Along with Inayatullah, Bussey and Milojevic, contributing authors include Vedaprajinananda Avadhuta, Tobin Hart, Marcus Anthony, Riana Eisler, Marlene de Beer, Helena Pederson, Vachel Miller, Peter Hayward, Joseph Voros and Mahajyoti Glassman. The authors argue that the current paradigms of uni and multiculturalism have reached their limits (and the tensions between them) – a new approach, as in neohumanism or transcultural and transcendental sustainability, is required for humanity to move forward, and while doing so include those it has pushed aside. To create this alternative future, a new educational philosophy and practice is required; one that inspires but does not become yet another method to be tamed and imitated. [Book Synopsis]. (shrink)