Observable consequences of the hypothesis that the observed universe is a numerical simulation performed on a cubic space-time lattice or grid are explored. The simulation scenario is first motivated by extrapolating current trends in computational resource requirements for lattice QCD into the future. Using the historical development of lattice gauge theory technology as a guide, we assume that our universe is an early numerical simulation with unimproved Wilson fermion discretization and investigate potentially-observable consequences. Among the observables that are considered are (...) the muon g-2 and the current differences between determinations of alpha, but the most stringent bound on the inverse lattice spacing of the universe, b−1 > ~ 10^11 GeV, is derived from the high-energy cut off of the cosmic ray spectrum. The numerical simulation scenario could reveal itself in the distributions of the highest energy cosmic rays exhibiting a degree of rotational symmetry breaking that reflects the structure of the underlying lattice. (shrink)

This essay concerns a philosophical examination of the nature of mind and the relevant implications for mental health. Traditionally, realism and constructivism are regarded as two contrastive positions in explaining the nature of mind. While realists take discovery of reality as the main function of mind, constructivists regard it as creation of reality. Hence, epistemologically, realists emphasize on correspondence to reality as the criterion of validity or truth of the mind's contents, whereas constructivists regard the inner coherence of constructs as (...) the main criterion. inner coherence of constructs or resolving inner conflicts; capability of constructs for adaption to problematic situations; and correspondence to reality as an ideal in the long run are the discussions and aims of this paper. (shrink)

Some authors have analyzed the Islamic concept of education in parallel to the assumed contrast between Islam and the liberal tradition. Hence, given the latter’s rationalist tendencies, an almost indoctrinatory essence is assumed for the Islamic concept of education. However, we argue that rationality is involved in all elements of the Islamic concept of education. There might be some differences between the Islamic and liberal conceptions of rationality, but these are not so sharp that the derivative Islamic concept of education (...) can be equated with indoctrination. We suggest an Islamic concept of education that includes three basic elements: knowledge, choice, and action. Then, we show that, according to the Islamic texts, these elements have a background of wisdom. (shrink)

There have been some suggestions concerning the subject matter of Islamic psychology. It seems that these suggestions could not overcome the theoretical barrier for providing a subject matter for psychology. Some have considered the divine Spirit (Run) within the human as the subject matter, some others have regarded the Soul (Nafs)and still others, the divine creation of the human (Fitrah) as the candidates for doing the job. However, these suggestions could be challenged in different ways on being able to provide (...) a suitable subject for scientific studies of psychology. The present essay is an introductory attempt to give an alternative. Accordingly, an alternative to the three above mentioned suggestions seems to be the important Islamic concept of Action. We can consider Action as the suitable subject matter for psychology. This is because action is so wide that it could cover all the humans whether believers or non-believers in God, whether their Fitrah is active or silent. An action, as it is used in the Islamic texts, refers to a behavior (being observable or non-observable) that is based on, at least, three kinds of foundations: cognition, emotion, and will. In addition to being a suitable subject for psychology, action is a key concept in referring to the human nature or identity. (shrink)