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.

The seminal work by one of the most important thinkers of the twentieth century, Physics and Philosophy is Werner Heisenberg's concise and accessible narrative of the revolution in modern physics, in which he played a towering role. The outgrowth of a celebrated lecture series, this book remains as relevant, provocative, and fascinating as when it was first published in 1958. A brilliant scientist whose ideas altered our perception of the universe, Heisenberg is considered the father of quantum physics; he is (...) most famous for the Uncertainty Principle, which states that quantum particles do not occupy a fixed, measurable position. His contributions remain a cornerstone of contemporary physics theory and application. Book jacket. (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.

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)

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

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)

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...

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)

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.

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)

The hard problem of consciousness is the problem of understanding how physical processes in the brain could give rise to conscious experience. In this paper, I suggest that in order to understand the relationship between consciousness and the physical world, we need to probe deeply into the nature of physical reality. This leads us to quantum physics and to a second explanatory gap: that between quantum and classical reality. I will seek a philosophical framework that can address these two gaps (...) simultaneously. Our analysis of quantum mechanics will naturally lead us to the notion of a hidden reality and to the postulate that consciousness is an integral component of this reality. The framework proposed in the paper provides the philosophical underpinnings for a theory of consciousness while satisfactorily resolving the interpretation problem in quantum mechanics without the need to alter its mathematical structure. I also discuss some implications for a scientific theory 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)