Jonathan takes us through his experiences of being a mentor for UTOP (University Teaching Opportunities Programme), particularly how it enabled him to collaborate with his UTOP student mentees to design a learning activity in which students could think critically about AI-generated output.

I am very used to strange books and special people but Hawkins stands out due to his use of a simple technique for testing muscle tension as a key to the “truth” of any kind of statement whatsoever—i.e., not just to whether the person being tested believes it, but whether it is really true! What is well known is that people will show automatic, unconscious physiological and psychological responses to just about anything they are exposed to—images, sounds, touch, odors, (...) ideas, people. So muscle reading to find out their true feelings is not radical at all, unlike using it as a dousing stick (more muscle reading) to do “paranormal science”. Hawkins describes the use of decreasing tension in the muscles of an arm in response to increases in cognitive load thus causing the arm to drop in response to the constant pressure of someone’s fingers. He seems unaware that there is a long established and vast ongoing research effort in social psychology referred to by such phrases as ‘implicit cognition’, ‘automaticity’ etc., and that his use of ‘kinesiology’ is one tiny section. In addition to muscle tone (infrequently used) social psychologists measure EEG, galvanic skin response and most frequently verbal responses to words, sentences, images or situations at times varying from seconds to months after the stimulus. Many, such as Bargh and Wegner, take the results to mean we are automatons who learn and act largely without awareness via S1 and many others such as Kihlstrom and Shanks say these studies are flawed and we are creatures of S2. Though Hawkins seems to have no idea, as in other areas of the descriptive psychology of higher order thought, the situation regarding “automaticity” is still as chaotic as it was when Wittgenstein described the reasons for the sterility and barrenness of psychology in the 30’s. Nevertheless, this book is an easy read and some therapists and spiritual teachers may find it of use. -/- Those wishing a comprehensive up to date framework for human behavior from the modern two systems view may consult my article The Logical Structure of Philosophy, Psychology, Mind and Language as Revealed in Wittgenstein and Searle 59p(2016). For all my articles on Wittgenstein and Searle see my e-book ‘The Logical Structure of Philosophy, Psychology, Mind and Language in Wittgenstein and Searle 367p (2016). Those interested in all my writings in their most recent versions may consult my e-book Philosophy, Human Nature and the Collapse of Civilization - Articles and Reviews 2006-2016 662p (2016). -/- All of my papers and books have now been published in revised versions both in ebooks and in printed books. -/- Talking Monkeys: Philosophy, Psychology, Science, Religion and Politics on a Doomed Planet - Articles and Reviews 2006-2017 (2017) Amazon ASIN # B071HVC7YP. -/- The Logical Structure of Philosophy, Psychology, Mind and Language in Ludwig Wittgenstein and John Searle--Articles and Reviews 2006-2016 (2017) Amazon ASIN # B071P1RP1B. -/- Suicidal Utopian Delusions in the 21st century: Philosophy, Human Nature and the Collapse of Civilization - Articles and Reviews 2006-2017 (2017) Amazon ASIN # B0711R5LGX . (shrink)

I am very used to strange books and special people, but Hawkins stands out due to his use of a simple technique for testing muscle tension as a key to the “truth” of any kind of statement whatsoever—i.e., not just to whether the person being tested believes it, but whether it is really true! What is well known is that people will show automatic, unconscious physiological and psychological responses to just about anything they are exposed to—images, sounds, touch, odors, (...) ideas, people. So, muscle reading to find out their true feelings is not radical at all, unlike using it as a dousing stick (more muscle reading) to do “paranormal science”. -/- Hawkins describes the use of decreasing tension in the muscles of an arm in response to increases in cognitive load thus causing the arm to drop in response to the constant pressure of someone’s fingers. He seems unaware that there is a long established and vast ongoing research effort in social psychology referred to by such phrases as ‘implicit cognition’, ‘automaticity’ etc., and that his use of ‘kinesiology’ is one tiny section. In addition to muscle tone (infrequently used) social psychologists measure EEG, galvanic skin response and most frequently verbal responses to words, sentences, images or situations at times varying from seconds to months after the stimulus. Many, such as Bargh and Wegner, take the results to mean we are automatons who learn and act largely without awareness via S1 (automated System 1) and many others such as Kihlstrom and Shanks say these studies are flawed and we are creatures of S2 (deliberative System 2). Though Hawkins seems to have no idea, as in other areas of the descriptive psychology of higher order thought, the situation regarding “automaticity” is still as chaotic as it was when Wittgenstein described the reasons for the sterility and barrenness of psychology in the 30’s. Nevertheless, this book is an easy read and some therapists and spiritual teachers may find it of use. -/- Those wishing a comprehensive up to date framework for human behavior from the modern two systems view may consult my book ‘The Logical Structure of Philosophy, Psychology, Mind and Language in Ludwig Wittgenstein and John Searle’ 2nd ed (2019). Those interested in more of my writings may see ‘Talking Monkeys--Philosophy, Psychology, Science, Religion and Politics on a Doomed Planet--Articles and Reviews 2006-2019 3rd ed (2019), The Logical Structure of Human Behavior (2019), and Suicidal Utopian Delusions in the 21st Century 4th ed (2019) . (shrink)

The research aims to identify the learning organizations and their role in achieving organizational excellence in the Palestinian universities in Gaza Strip. The researchers used descriptive analytical approach and used the questionnaire as a tool for information gathering. The questionnaires were distributed to senior management in the Palestinian universities. The study population reached (344) employees in senior management is dispersed over (3) Palestinian universities. A stratified random sample of (182) workers from the Palestinian universities was selected and the recovery (...) rate was (69.2%). Statistical analysis (SPSS) program was used for analysis and processing the data. The research found the following results: there is a fair degree of approval on "cognitive dimension", there is a high approval about the importance of "organizational dimension", there is moderately consent of the importance of "Community dimension", there is a large degree of consent about the importance of axis of the "leadership excellence", there is a large degree of consent about the importance of axis of the "service-excellence", there is a fair degree approval about the importance of the axis of "cognitive excellence", and there is a moderately consent of the importance of "Organizational Excellence". The research found a group of recommendations including: the need to develop appropriate strategies for the University, employ modern technology in information systems, in addition to provide appropriate environment that achieve learning organizations, develop technological infrastructure, adopt universities for knowledge management in the academic and administrative departments because knowledge is the core of the work of these departments, create technological incubators in universities to adopt excellence academic research projects, and protected them, support them, and market them. Establishing of centers of excellence for scientific research in the university.The need for cooperation and coordination between local, Arab and international universities for the exchange of knowledge, information, and participation programs and training courses, as it provides an opportunity to develop the capabilities and skills of personnel and expertise. (shrink)

The changes that have occurred as a result of the possibility of accessing the technologies of information inclouds the teaching-learning processes. The objective of this work is to show a project to carry out assesstment using the Moodle platform, whith the implementation of a pilot plan in the first half of 2013. Methodologically, the paper start whith a literature review about the computer-based assessment systems (CBA), then its describe the characteristics of the questionnaires on the Moodle platform. Finally, (...) the project object of the work is presented and an example of the results in July 2012, consisting of the design of an assessment in Management Cost. (shrink)

We are in a state of impending crisis. And the fault lies in part with academia. For two centuries or so, academia has been devoted to the pursuit of knowledge and technological know-how. This has enormously increased our power to act which has, in turn, brought us both all the great benefits of the modern world and the crises we now face. Modern science and technology have made possible modern industry and agriculture, the explosive growth of the world’s population, global (...) warming, modern armaments and the lethal character of modern warfare, destruction of natural habitats and rapid extinction of species, immense inequalities of wealth and power across the globe, pollution of earth, sea and air, even the aids epidemic (aids being spread by modern travel). All these global problems have arisen because some of us have acquired unprecedented powers to act, via science and technology, without also acquiring the capacity to act wisely. We urgently need to bring about a revolution in universities so that the basic intellectual aim becomes, not knowledge merely, but rather wisdom – wisdom being the capacity to realize what is of value in life, for oneself and others, thus including knowledge and technological know-how, but much else besides. (shrink)

This paper seeks to establish the reflexive fundamentals about the importance of language in initiave-functional college education, with the general objective of finding and developing categories that allow synthesizing schemes of different approaches to language, in order to contribute to the teaching practice with discourse analysis -/- techniques, which favor processes that promote the pupils’operative intellectual habits. To present this, we will show some propositions that underlie didactic strategies we have used, to motivate, stimulate, and provoke participation from the (...) students in the teaching-learning process of the topics raised in the different subjects that integrate the Sciences of Communication course at the National Autonomous University of Mexico (UNAM). -/- Therefore, the aim of this exposition of causes is to define: 1) our experiential context so to make explicit the limitations and challenges we experiment with and face in this academic exercise to provoke the pupils’ amazement or at least keep their interest; and 2) the theoretical assumptions that underlie our investigation about the relationship between observed language (system) and lived language (act). (shrink)

Two great problems of learning confront humanity: learning about the universe, and learning how to live wisely. The first problem was solved with the creation of modern science, but the second problem has not been solved. This combination puts humanity into a situation of unprecedented danger. In order to solve the second problem we need to learn from our solution to the first problem. This requires that we bring about a revolution in the overall (...) aims and methods of academic inquiry, so that it takes up its proper task of promoting wisdom. (shrink)

The study aimed to identify the role of administrative procedures and systems in enhancing the performance of the educational institutions in the Islamic University in Gaza. To achieve the research objectives, the researchers used the analytical descriptive approach to collect information. The researchers used the questionnaire distributed to three categories of employees at the Islamic University (senior management, faculty members, their assistants and members of the administrative board). A random sample of 314 employees was selected and 276 questionnaires were retrieved (...) with a recovery rate of 88.1%. The Statistical Analysis Program (SPSS) was used to enter process and analyze data. The results of the research showed a positive role for the administrative procedures and systems in enhancing the performance of the Islamic University from the point of view of the members (senior management, teaching staff and their assistants and the administrative body), where the relative weight of all the paragraphs (73.728%). The analysis of the results revealed that the administrative procedures at the Islamic University in Gaza are used to an acceptable degree. The relative weight of all the paragraphs is 70%. This indicates a relationship between administrative procedures and regulations and the performance of the Islamic University in the Gaza Strip. The study found that there was a good degree of approval from the sample regarding the administrative procedures and their relationship to the job performance. There exist a sufficient degree of powers to the deans and department managers to carry out their tasks, with the use of plans as control tools. And that there are rules and procedures provided for decision-making in the University Council. It also has full powers to manage the university to improve the teaching and learning environment. The researchers also recommended a number of recommendations, including the need to follow up on the procedures and systems of management and update them continuously in the light of changes that may occur and to ensure the existence of a strong system of electronic information systems within the university. There is a need to provide mechanisms for obtaining information about the surrounding external environment, and effective mechanisms to provide managers with the necessary information in a timely manner. The importance of providing channels of communication that enables staff to communicate information about any violations and breaches. The study also recommended the follow-up, review, procedures and administrative systems, and work to modify them in line with the mission of the university and the objectives that the university seeks to reach. (shrink)

In this research, the author presents the lived experience of a graduate student and how she has overcome the feeling of isolation and challenges in distance learning. The participant of this qualitative phenomenological study is student from Visayas State University Open University (VSU-OU). This qualitative phenomenological study (Chambers, 2013) seeks to measure the in-depth experience of a distance learner from the southern Philippines and systematically analyze the culture of distance learning in order to understand the phenomenon of isolation (...) and be able to share in future studies. With in-depth personal interview, this study also allows readers to witness his personal stories which may validate others’ experiences who may not have an avenue to research about – hence phenomenological. It used the thematic qualitative approach in organizing the data presented in the study which involves analyzing themes and patterns she experienced in the phenomenon. It also mentions the respondent’s steps of overcoming isolation in distance education and avoiding quitting the study. And to do so, a network of connection among learners and university shall be present in order for a distance learner to succeed in the mode. (shrink)

This study aimed to examine the perception of Engineering students about importance of educational needs and satisfaction about it. A descriptive correlational design was used for this study. The present study was conducted at engineering faculties in Dire Dawa University. The present study included a total coverage sample includes all four academic years engineering students during academic year (2021). Total number of students was (n = 727). The study tool consisted of Engineering Education Satisfaction Instrument (EESI) consist of (...) two questions (question one about importance of educational needs and question 2 about satisfaction with the educational needs) contained the same items, the five sub‐scales related to the five levels. This study revealed that, there was a highly statistical significant differences among the four academic years engineering students as all 5th year engineering students had reported that the educational needs is very important and a highly statistical significant differences among the students of the 4 academic years in which the second year and 3rd year students had the highest mean scores according to perception of the engineering students about satisfaction with the educational needs. There was a highly statistically significant positive relationship between perceptions of the engineering students in the four academic years about the importance of educational needs. Also, observed that there was a highly statistically significant negative relationship between perceptions of the engineering students in the four academic years about the satisfaction of educational needs. Ask authoritative persons to improve educational environment through providing more space and educational resources for conducting teaching learning process. (shrink)

The educational process has been dramatically transformed by technology; this transformation has caused the emergence of central concepts, among which is distance learning. The latter has brought new opportunities to learn from; meanwhile, it has presented challenges that have impacted learning in many ways. Thus, the present study investigated the implementation of E-learning among EFL students at Moulay Ismail University to identify students' perceptions about this type of learning and consider the pros and cons to (...) ensure best practice solutions that endorse online learning quality. The study included 315 students at Moulay Ismail University in Morocco who completed an online questionnaire and used descriptive analysis because the data was presented in simple summaries that aimed to describe the basic features of the data and measures. The findings, both quantitative and qualitative, indicated that e-learning is still in its early stages. At the same time, students are not entirely prepared to supersede traditional learning with distance education due to some reasons, in particular, such as lack of university support in offering resources to learn online, lack of internet connection, malfunction of technological tools, etc. All in all, EFL students prefer blended learning because it allows them to combine a new technological experience with a traditional one. Meaning that e-learning should not be excluded entirely from the educational system, but it can be used only as a support to foster EFL students' academic achievements. (shrink)

Two great problems of learning confront humanity: learning about the universe, and about ourselves and other living things as a part of the universe; and learning how to create a good, civilized, enlightened, wise world. We have solved the first great problem of learning – we did that when we created modern science and technology in the 17th century. But we have not yet solved the second one. That combination of solving the (...) first problem, failing to solve the second one, is very, very, dangerous. Almost all our current global problems have arisen as a result. Modern science and technology immensely increase our powers to act (for some of us), but not our power to act wisely. Modern science and technology lead to modern industry, modern agriculture, travel, medicine, hygiene and armaments, and these in turn lead to much that is of benefit, but also to all our current global problems: population growth, habitat destruction, loss of wild life, mass extinction of species, lethal modern war, the menace of nuclear weapons, pollution of earth, sea and air, antibiotic resistance, degradation of democracy facilitated by the internet and, most serious of all, the climate crisis. Now that we have modern science and technology, wisdom has become, not a private luxury, but a public necessity. But how is it to be achieved? Here is the solution. We can learn from the solution to the first great problem of learning how to solve the second one. That was the basic idea of the 18th century Enlightenment, but in implementing it, the philosophes of the Enlightenment blundered. They got the progress-achieving methods of science wrong; they failed to generalize them properly; and they applied them, not to social life but to creating social science. Their mistakes are still built into academia today. In order to learn how to create a civilized, enlightened world, the key thing we need to do is to cure academia of the structural blunders we have inherited from the Enlightenment. We need to bring about a revolution in science, and in academia more broadly so that the basic aim becomes wisdom, and not just knowledge – wisdom being the capacity, active endeavour and desire to realize what is of value in life for oneself and others, wisdom thus including knowledge and technological know-how, but much else besides. The outcome of the revolution we need would be universities radically transformed, so that they become rationally and actively devoted to helping people solve problems of living, including global problems, thus making progress to as good, civilized, enlightened a world as possible. (shrink)

Two great problems of learning confront humanity: learning about the nature of the universe and our place in it, and learning how to become civilized. The first problem was solved, in essence, in the 17th century, with the creation of modern science. But the second problem has not yet been solved. Solving the first problem without also solving the second puts us in a situation of great danger. All our current global problems have arisen as (...) a result. What we need to do, in response to this unprecedented crisis, is learn from our solution to the first problem how to solve the second. This was the basic idea of the 18th century Enlightenment. Unfortunately, in carrying out this programme, the Enlightenment made three blunders, and it is this defective version of the Enlightenment programme that we have institutionalized in 20th century academic inquiry. In order to solve the second great problem of learning we need to correct the three blunders of the traditional Enlightenment. This involves changing the nature of social inquiry, so that social science becomes social methodology or social philosophy, concerned to help us build into social life the progress-achieving methods of aim-oriented rationality, arrived at by generalizing the progress-achieving methods of science. It also involves, more generally, bringing about a revolution in the nature of academic inquiry as a whole, so that it takes up its proper task of helping humanity learn how to become wiser by increasingly cooperatively rational means. The scientific task of improving knowledge and understanding of nature becomes a part of the broader task of improving global wisdom. (shrink)

Inspired by recent progress in multi-agent Reinforcement Learning (RL), in this work we examine the collective intelligent behaviour of theoretical universal agents by introducing a weighted mixture operation. Given a weighted set of agents, their weighted mixture is a new agent whose expected total reward in any environment is the corresponding weighted average of the original agents' expected total rewards in that environment. Thus, if RL agent intelligence is quantified in terms of performance across environments, the weighted mixture's intelligence (...) is the weighted average of the original agents' intelligences. This operation enables various interesting new theorems that shed light on the geometry of RL agent intelligence, namely: results about symmetries, convex agent-sets, and local extrema. We also show that any RL agent intelligence measure based on average performance across environments, subject to certain weak technical conditions, is identical (up to a constant factor) to performance within a single environment dependent on said intelligence measure. (shrink)

Although current educational priorities tend to avoid strong moral positions, one of the world's most venerable yet persistently influential moral traditions not only lays out a number of major moral principles but also incorporates them into its pedagogy. Confucius teaches us about the importance of seeking knowledge, learning how to learn, applying ancient wisdom to contemporary situations, valuing virtue over material gain, following the Golden Rule, and living by our principles. He also has ways of assessing his own (...) students' progress in these matters. Confucius' pedagogy is an interesting model to consider and contrast with contemporary models. This chapter introduces these principles and assessments from the Analects and draws out some comparisons to and contrasts with two alternative theories in western moral thought, Augustine and John Dewey. -/- The accepted version of the paper is included here. Pagination does not match the published version. (shrink)

In 1984 the author published From Knowledge to Wisdom, a book that argued that a revolution in academia is urgently needed, so that problems of living, including global problems, are put at the heart of the enterprise, and the basic aim becomes to seek and promote wisdom, and not just acquire knowledge. Every discipline and aspect of academia needs to change, and the whole way in which academia is related to the rest of the social world. Universities devoted to the (...) pursuit of knowledge and technological know-how betray reason and, as a result, betray humanity. As a result of becoming more intellectually rigorous, academic inquiry becomes of far greater benefit to humanity. If the revolution argued for all those years ago had been taken up and put into academic practice, we might now live in a much more hopeful world than the one that confronts us. Humanity might have begun to learn how to solve global problems; the Amazon rain forests might not face destruction; we might not be faced with mass extinction of species; Brexit might not have been voted for in the UK in 2016, and Trump might not have been elected President in the USA. An account is given of work published by the author during the years 1972 to 2021 that expounds and develops the argument. The conclusion is that we urgently need to create a high-profile campaign devoted to transforming universities in the way required so that humanity may learn how to make social progress towards a better, wiser, more civilized, enlightened world. (shrink)

The world is in a state of crisis. Global problems that threaten our future include: the climate crisis; the destruction of natural habitats, catastrophic loss of wild life, and mass extinction of species; lethal modern war; the spread of modern armaments; the menace of nuclear weapons; pollution of earth, sea and air; rapid rise in the human population; increasing antibiotic resistance; the degradation of democratic politics, brought about in part by the internet. It is not just that universities around (...) the world have failed to help humanity solve these global problems; even worse, they have made the genesis of these problems possible. Modern science and technology, developed in universities, have made possible modern industry and agriculture, modern hygiene and medicine, modern power production and travel, modern armaments, which in turn make possible much that is good, all the great benefits of the modern world, but also all the global crises that now threaten our future. What has gone wrong? The fault lies with the whole conception of inquiry built into universities around the world. The basic idea is to help promote human welfare by, in the first instance, acquiring scientific knowledge and technological know-how. First, knowledge is to be acquired; once acquired, it can be applied to help solve social problems, and promote human welfare. But this basic idea is an intellectual disaster. Judged from the standpoint of promoting human welfare, it is profoundly and damagingly irrational, in a structural way. As a result of being restricted to the tasks of acquiring and applying knowledge, universities are prevented from doing what they most need to do to help humanity solve global problems, namely, engage actively with the public to promote action designed to solve global problems. We need urgently to bring about a revolution in universities around the world, wherever possible, so that their central task becomes to help humanity learn how to solve the climate crisis and other problems of living, local and global, so that we may make progress towards a good, civilized world. Almost every branch and aspect of the university needs to change. (shrink)

Background Retraction is a mechanism for alerting readers to unreliable material and other problems in the published scientific and scholarly record. Retracted publications generally remain visible and searchable, but the intention of retraction is to mark them as “removed” from the citable record of scholarship. However, in practice, some retracted articles continue to be treated by researchers and the public as valid content as they are often unaware of the retraction. Research over the past decade has identified a number of (...) factors contributing to the unintentional spread of retracted research. The goal of the Reducing the Inadvertent Spread of Retracted Science: Shaping a Research and Implementation Agenda (RISRS) project was to develop an actionable agenda for reducing the inadvertent spread of retracted science. This included identifying how retraction status could be more thoroughly disseminated, and determining what actions are feasible and relevant for particular stakeholders who play a role in the distribution of knowledge. -/- Methods These recommendations were developed as part of a year-long process that included a scoping review of empirical literature and successive rounds of stakeholder consultation, culminating in a three-part online workshop that brought together a diverse body of 65 stakeholders in October–November 2020 to engage in collaborative problem solving and dialogue. Stakeholders held roles such as publishers, editors, researchers, librarians, standards developers, funding program officers, and technologists and worked for institutions such as universities, governmental agencies, funding organizations, publishing houses, libraries, standards organizations, and technology providers. Workshop discussions were seeded by materials derived from stakeholder interviews (N = 47) and short original discussion pieces contributed by stakeholders. The online workshop resulted in a set of recommendations to address the complexities of retracted research throughout the scholarly communications ecosystem. -/- Results The RISRS recommendations are: (1) Develop a systematic cross-industry approach to ensure the public availability of consistent, standardized, interoperable, and timely information about retractions; (2) Recommend a taxonomy of retraction categories/classifications and corresponding retraction metadata that can be adopted by all stakeholders; (3) Develop best practices for coordinating the retraction process to enable timely, fair, unbiased outcomes; and (4) Educate stakeholders about pre- and post-publication stewardship, including retraction and correction of the scholarly record. -/- Conclusions Our stakeholder engagement study led to 4 recommendations to address inadvertent citation of retracted research, and formation of a working group to develop the Communication of Retractions, Removals, and Expressions of Concern (CORREC) Recommended Practice. Further work will be needed to determine how well retractions are currently documented, how retraction of code and datasets impacts related publications, and to identify if retraction metadata (fails to) propagate. Outcomes of all this work should lead to ensuring retracted papers are never cited without awareness of the retraction, and that, in public fora outside of science, retracted papers are not treated as valid scientific outputs. (shrink)

The study aimed to identify E- Learning strategies and their relation to the efficiency of research performance in foreign and Palestinian universities (University of Ottawa, Munster, Suez Canal, Al-Azhar, Islamic, Al-Aqsa). The analytical descriptive approach was used for this purpose, and relying on the questionnaire as a main tool for data collection. The study society is from the senior management, where the number of senior management in the universities in question is 206. The random stratified sample was selected and (...) (SPSS) was used for statistical data analysis. The study found a significant relationship between E- Learning strategies and the efficiency of research performance in universities. It also reached the participation of senior management in the research that develops the university performance in the Palestinian universities. The senior management indicated that they do not care to follow the policies of implementing the development of scientific research. While the senior management in foreign universities indicated that they are interested in following up the policies of implementing the development of scientific research. The study also showed that senior management in Palestinian universities does not care about providing the appropriate budget for E- Learning. The study recommended that the senior management of Palestinian universities should provide an E- Learning budget and encourage employees to continue using E- Learning strategies. The administration in the Palestinian universities should adopt and support outstanding research, and the need to encourage interest in the implementation of policies for the development of scientific research. (shrink)

The crisis of our times is science in a world without wisdom. The immense intellectual success of modern science and technology have given some of us unprecedented powers to act, which has led to all the great benefits of the modern world, and to the grave global crises we now face. Before modern science, we lacked the power to do too much damage to ourselves or the planet; now we have science, wisdom has become, not a private luxury but a (...) public necessity. Unless we learn to become a bit wiser, sooner or later we will destroy ourselves. But how can we learn to become wiser? We can learn from the last place many would look - namely science! We can learn from scientific progress how to achieve social progress towards a wiser world. This is in fact an old idea. It goes back to the 18th century French Enlightenment. But, in developing the idea, the philosophes of the Enlightenment made three gross blunders. They failed to capture correctly the nature of the progress-achieving methods of science; they failed to generalize these methods properly; and, most disastrously of all, they applied their misconstrued scientific method, not to the social world directly, not to the task of making social progress towards an enlightened world, but instead to the task of improving knowledge of social phenomena, to the task of developing social science. This botched version of the profound Enlightenment idea was developed throughout the 19th century, and built into universities in the early 20th century with the creation of disciplines of social science. As a result, academic inquiry today is a botched version of what we need. Instead of giving priority to problems of living, and devoting itself to helping humanity acquire a bit more wisdom, academia today devotes itself to the pursuit of knowledge. That is the key disaster of our times. Our institutions of learning seek knowledge, but fail disastrously to devote themselves to helping humanity acquire a bit more wisdom. If the world is to acquire global wisdom, it needs institutions of learning rationally devoted to the task. As a matter of supreme urgency, we need to bring about a revolution in academia so that the basic task becomes, not just to acquire knowledge, but to seek and promote social wisdom. (shrink)

The research aims to identify the trends of Palestinian higher educational institutions in Gaza Strip as learning organizations from the perspective of senior management in the Palestinian universities in Gaza Strip. The researchers used descriptive analytical approach and used the questionnaire as a tool for information gathering. The questionnaires were distributed to senior management in the Palestinian universities. The study population reached (344) employees in senior management is dispersed over (3) Palestinian universities. A stratified random sample of (182) employees (...) from the Palestinian universities was selected and the recovery rate was (69.2%). Statistical analysis (SPSS) program was used for analysis and processing the data. The study found the following results: There is an agreement about: the importance of the focus of "organizational structure" with an average approval, the importance of "technological infrastructure" axis with high approval, and the importance of "strategic" with an average approval. The results concluded that the study sample agree on the importance of "organizational dimension" highly. The results showed that the sample believe that the "strategic leadership" level in the universities got medium-approval. There is a fair level agreement about the axis of interest "teams / committees". There is an agreement about the importance of the "human dimension" moderately. The results showed that the sample is highly agreed about the importance of focus of the "knowledge management", and the focus of the "continuing education". They agreed weakly to somewhat about the importance of the focus of "scientific research", moderately agree about the importance of the center of "institutional culture", agree moderately on the importance of "cognitive dimension". The results showed that the sample largely agree on the importance of the focus of "strategic partnerships and alliances". They agree highly on the axis "keep up with the labor market" and on the focus of the importance of "technology incubators". The results showed that the sample moderately agree about the importance of the theme on "consulting and training", the importance of the focus of "social responsibility", and the focus of the "Community dimension". The study found a group of recommendations including: there is a need to provide suitable environment that achieve learning organizations. There is a need to develop the technological infrastructure (hardware, software, networks, databases, and human skills) because of the great advantages that they offer. The universities need to adopt knowledge management in the academic and administrative departments because knowledge is the core of the work of these departments. The establishment of technology incubators in universities to adopt outstanding university research projects, to protect, to supports, and to market them; furthermore, to develop the capabilities and skills of employees in the field of information technology. (shrink)

This study explored the experiences of the newly-hired faculty in the university to acquire an in-depth and profound understanding of these experiences. It involved eight purposively chosen faculty in a semi-structured interview and focus group discussion documented in voice and video recorders. Using Colaizzi’s seven step-approach to data analysis, results revealed three paradoxical themes: the joys and struggles of teaching, successes and pains of learning, and the privileges and challenges of serving. On the one hand, the joys and struggles (...) of teaching were brought about by their adjustments in instruction. On the other hand, successes and pains of learning centered on professional growth. Finally, the privileges and challenges of serving incorporated the experiences in research, production, and extension. Generally, these teachers have experienced ups and downs in their first two years of teaching at a higher education institution. On the basis of study findings, implications and recommendations are discussed. (shrink)

In order to make progress towards a better world we need to learn how to do it. And for that we need institutions of learning rationally designed and devoted to helping us solve our global problems, make progress towards a better world. It is just this that we lack at present. Our universities pursue knowledge. They are neither designed nor devoted to helping humanity learn how to tackle global problems — problems of living — in more intelligent, humane and (...) effective ways. That, this book argues, is the key disaster of our times, the crisis behind all the others: our failure to have developed our institutions of learning so that they are rationally organized to help us solve our problems of living — above all, our global problems. Having universities devoted almost exclusively to the pursuit of knowledge is a recipe for disaster. Scientific knowledge and technological know-how have unquestionably brought great benefits to humanity. But they have also made possible — even caused — our current global crises, above all the impending crisis of global warming. In this lucid and provocative book, Nicholas Maxwell argues convincingly that we need urgently to bring about a revolution in universities round the world so that their basic aim becomes wisdom, and not just knowledge. (shrink)

There is increasing concern about “surveillance capitalism,” whereby for-profit companies generate value from data, while individuals are unable to resist (Zuboff 2019). Non-profits using data-enabled surveillance receive less attention. Higher education institutions (HEIs) have embraced data analytics, but the wide latitude that private, profit-oriented enterprises have to collect data is inappropriate. HEIs have a fiduciary relationship to students, not a narrowly transactional one (see Jones et al, forthcoming). They are responsible for facets of student life beyond education. In addition (...) to classrooms, learning management systems, and libraries, HEIs manage dormitories, gyms, dining halls, health facilities, career advising, police departments, and student employment. HEIs collect and use student data in all of these domains, ostensibly to understand learner behaviors and contexts, improve learning outcomes, and increase institutional efficiency through “learning analytics” (LA). ID card swipes and Wi-Fi log-ins can track student location, class attendance, use of campus facilities, eating habits, and friend groups. Course management systems capture how students interact with readings, video lectures, and discussion boards. Application materials provide demographic information. These data are used to identify students needing support, predict enrollment demands, and target recruiting efforts. These are laudable aims. However, current LA practices may be inconsistent with HEIs’ fiduciary responsibilities. HEIs often justify LA as advancing student interests, but some projects advance primarily organizational welfare and institutional interests. Moreover, LA advances a narrow conception of student interests while discounting privacy and autonomy. Students are generally unaware of the information collected, do not provide meaningful consent, and express discomfort and resigned acceptance about HEI data practices, especially for non-academic data (see Jones et al. forthcoming). The breadth and depth of student information available, combined with their fiduciary responsibility, create a duty that HEIs exercise substantial restraint and rigorous evaluation in data collection and use. (shrink)

In this paper I sketch a liberal studies course designed to explore our fundamental problem of thought and life: How can our human world exist and best flourish embedded as it is in the physical universe? The fundamental character of this problem provides one with the opportunity to explore a wide range of issues. What does physics tell us about the universe and ourselves? How do we account for everything physics leaves out? How can living brains be (...) conscious? If everything occurs in accordance with physical law, what becomes of free will? How does Darwin's theory of evolution contribute to the solution to the fundamental problem? What is the history of thought about this problem? What is of most value associated with human life? What kind of civilized world should we seek to help create? Why is the fundamental problem not a part of standard education in schools and universities? What are the most serious global problems confronting humanity? Can humanity learn to make progress towards as good a world as possible? These are some of the questions that can be tackled as an integral part of exploring the fundamental problem. But the course does not merely wander at random from one issue to another. Taking the fundamental problem as central provides the course with a coherent structure. The course would be conducted as a seminar, and it would respond to queries and suggestions from students. (shrink)

Humanity faces two fundamental problems of learning: learning about the universe, and learning to become civilized. We have solved the first problem, but not the second one, and that puts us in a situation of great danger. Almost all of our global problems have arisen as a result. It has become a matter of extreme urgency to solve the second problem. The key to this is to learn from our solution to the first problem how (...) to solve the second one. This was the basic idea of the 18th century Enlightenment, but in implementing this idea, the Enlightenment blundered. Their mistakes are still built into academia today. In order to le arn how to create a civilized, enlightened world, the key thing we need to do is to cure academia of the structural blunders we have inherited from the Enlightenment. We need to bring about a revolution in science, and in academia more broadly so that the basic aim becomes wisdom, and not just knowledge. (shrink)

At present universities are devoted to the acquisition of specialized knowledge and technological know-how. They fail to do what they most need to do: help the public acquire a good understanding of what our problems are, what needs to be done to solve them. Universities do not even conceive of their task in that way. The result is that the public, by and large, fails to appreciate just how serious the problems that face us are, and so fails to put (...) pressure on governments to act in the ways that are required. -/- Modern science and technology make possible modern industry and agriculture, modern power production and travel, modern hygiene and medicine, modern armaments: these in turn have led to much that is of great benefit, but also to the global problems that threaten our future. Science divorced from the capacity to solve problems of living wisely is a disaster. It is that disaster that academia, as at present constituted, is designed to produce – and has produced: the modern world. We have to learn how to solve the grave global problems that confront us. That in turn requires that our institutions of learning – our schools and universities – are designed and devoted to the job. At present they are not. In giving priority to the pursuit of knowledge, they fail to do what most needs to be done and, even worse, are the source of our problems. It is absolutely vital, for the future of humanity, that universities are transformed radically so that they give absolute priority to the all-important task of helping the public come to understand what our problems are, and what we need to do about them. And as a result get governments to act. -/- The book demonstrates that universities as at present constituted violate reason and, as a result, betray humanity. Cure universities of their structural irrationality, and they would come actively to promote actions required to solve global problems, and help humanity make progress toward a better world. The book spells out in detail the changes that need to be made to academic inquiry, why they need to be made, and how they would enable universities to empower humanity to solve current global problems. (shrink)

This study investigated how learner support services at the University of Calabar predict business education students' preparation for online learning. Two specific objectives were established, two research questions were posed, and two null hypotheses were developed and tested at a significant level of .05. Pertinent literature was reviewed. The population consisted of 147 University of Calabar 400-level business education students. This population also formed the sample using a census process. Data were gathered using a structured questionnaire with 40 items (...) that were validated by five specialists from the University of Calabar. Cronbach Alpha statistics were used to establish the questionnaire's reliability, yielding reliability coefficients of 0.88 and 0.85 for the independent sub-variables and dependent variable, respectively. Following the administration of the questionnaire, the data collected was analyzed using linear regression analysis to test the hypotheses. The results show that academic and technological support services strongly predict business education students' preparation for online instruction at the University of Calabar. Based on these findings, the study recommends that lecturers, counsellors, and academic technicians should encourage students to participate in digital education by offering intellectual, emotional, and other support services. (shrink)

Humanity faces two basic problems of learning: learning about the universe, and learning how to become civilized. We have solved the first problem, but not the second, and that puts us in a situation of great danger. Almost all our global problems have arisen as a result. It has become a matter of extreme urgency to solve the second problem. The key to that is to learn from our solution to the first problem how to (...) solve the second one. This was the basic idea of the 18th century Enlightenment, but in implementing it, the Enlightenment blundered. Their mistakes are still built into academia today. In order to create a civilized world, it is essential we cure academia of the structural blunders inherited from the Enlightenment. We need to bring about a revolution in science, and in academia more broadly so that the basic aim becomes wisdom, and not just knowledge. (shrink)

Socioeconomic status refers to the family's social and economic standing in society. It is measured by combining an individual or group's economic and social position, which is often based on income, education, and occupation. It significantly affects academic performance and even one's health status. The pandemic changed the educational system, causing a huge transition from traditional learning methods to online learning. This shift resulted in confusion, burden, and difficulty among students from different walks of life. This study was (...) conducted to determine the academic stress on online learning among nursing students in relation to their economic status and their ability to access technology. The study utilized a quantitative-correlational method aided by a standard questionnaire. Two hundred thirty-six University of Bohol nursing students enrolled in the second semester of SY 2021–2022 were included in the study by random selection. Data revealed a significant correlation between economic status and the level of stress related to academic expectations and a significant correlation between economic status and access to technology after being subjected to the Spearman rho test of correlation. However, no significant correlation was found between access to technology and the respondents' level of academic stress. (shrink)

We linked between the social-psychology and experimental-philosophy paradigms for the study of folk intuitions and beliefs regarding the concept of free will to answer three questions: (1) what intuitions do people have about free-will and determinism? (2) do free will beliefs predict differences in free-will and determinism intuitions? and (3) is there more to free-will and determinism than experiencing certainty or uncertainty about the nature of the universe? Overall, laypersons viewed the universe as allowing for human (...) indeterminism, and they did so with certainty. Examining intuitions of prosociality, future-orientation, learning, meaningfulness, human uniqueness, and well-being, ratings were highest in the indeterministic universe condition and lowest in the deterministic universe condition, both significantly different from the uncertain universe condition. Participants’ free will beliefs had only weak impact on realism, happiness, and learning intuitions, but did not reverse the general intuition favoring indeterminism, and showed no impact on other intuitions. (shrink)

The scientific understanding of cognition and consciousness is currently hampered by the lack of rigorous and universally accepted definitions that permit comparative studies. This paper proposes new functional and un- ambiguous definitions for cognition and consciousness in order to provide clearly defined boundaries within which general theories of cognition and consciousness may be developed. The proposed definitions are built upon the construction and manipulation of reality representation, decision making and learning and are scoped in terms of an underlying logical (...) structure. It is argued that the presentation of reality also necessitates the concept of ab- sence and the capacity to perform transitive inference. Explicit predictions relating to these new definitions, along with possible ways to test them, are also described and discussed. (shrink)

Two great problems of learning confront humanity: learning about the nature of the universe and about ourselves and other living things as a part of the universe, and learning how to become civilized or enlightened. The first problem was solved, in essence, in the 17th century, with the creation of modern science. But the second problem has not yet been solved. Solving the first problem without also solving the second puts us in a (...) situation of great danger. All our current global problems have arisen as a result. What we need to do, in response to this unprecedented crisis, is learn from our solution to the first problem how to solve the second one. This was the basic idea of the 18th century Enlightenment. Unfortunately, in carrying out this programme, the Enlightenment made three blunders, and it is this defective version of the Enlightenment programme, inherited from the past, that is still built into the institutional/intellectual structure of academic inquiry in the 21st century. In order to solve the second great problem of learning we need to correct the three blunders of the traditional Enlightenment. This involves changing the nature of social inquiry, so that social science becomes social methodology or social philosophy, concerned to help us build into social life the progress-achieving methods of aim-oriented rationality, arrived at by generalizing the progress-achieving methods of science. It also involves, more generally, bringing about a revolution in the nature of academic inquiry as a whole, so that it takes up its proper task of helping humanity learn how to become wiser by increasingly cooperatively rational means. The scientific task of improving knowledge and understanding of nature becomes a part of the broader task of improving global wisdom. The outcome would be what we so urgently need: a kind of inquiry rationally designed and devoted to helping us make progress towards a genuinely civilized world. We would succeed in doing what the Enlightenment tried but failed to do: learn from scientific progress how to go about making social progress towards as good a world as possible. (shrink)

A potentially new interpretation of quantum mechanics posits the state of the universe as a consistent set of facts that are instantiated in the correlations among entangled objects. A fact (or event) occurs exactly when the number or density of future possibilities decreases, and a quantum superposition exists if and only if the facts of the universe are consistent with the superposition. The interpretation sheds light on both in-principle and real-world predictability of the universe.

Introduction. Higher education plays a particularly important role in the development of a country. The goal of the article is to describe the development of concepts about education in general and higher education in particular to explain the role of education in social life. Humboldt sees higher education as a process toward freedom and the search for true truth. Humboldt's philosophy of higher education is an indispensable requirement in the context of people struggling to escape the influence of the (...) state and church forces. The purpose is to find out the content and principles of higher education, especially meaningful suggestions for building an autonomous education in Vietnam today. Materials and Methods. The article uses materialist dialectic to analyze Humboldt's philosophy of higher education. In addition, the article also uses methods of analysis, synthesis, comparison and contrast to clarify views on education in the history of human thought from ancient, medieval, modern and modern times, from which to draw the basic contents and principles in the philosophy of higher education of Humboldt. Results and Discussion. Humboldt is the founder of the University of Berlin - known as the mother of modern universities. It is a new university model based on the philosophy of upholding freedom in learning and teaching, upholding the scientific spirit to seek and discover the truth, and at the same time, combining teaching with scientific research. His liberal education philosophy has contributed to affirming the strength and position of universities. He criticized state intervention in university institutions. Based on the anthropological foundation of emphasizing human diversity, Humboldt's higher education philosophy is truly liberating when it comes to bold views. Humboldt believes that a university is a pure place of science and research, so it is not influenced by any outside force, even from the state. A university is where academic freedom, scientific freedom and other autonomy are guaranteed so that the institution can run smoothly. Universities must have unity between research and teaching. However, Humboldt's philosophy of higher education still contains many issues that need to be considered thoroughly. Specifically, the promotion of internal self-determination requires financial autonomy while the state's investment capital in universities is still quite large; Calling for education to be privatized is still inadequate. The elitist spirit in the Humboldt model is no longer fully relevant in the context of a market economy that tends to lead to the pursuit of targets, which are often related to quality. Practical significance. Humboldt's liberal philosophy of higher education has a strong influence, dominates and becomes a reality in many countries with advanced education. For Vietnam, Humboldt's higher education philosophy is a meaningful suggestion to build an autonomous education under the country's socio-historical conditions. (shrink)

The link between seen and unseen, matter and spirit, flesh and soul was always presumed, but never clarified enough, leaving room for debates and mostly controversies between the scientific domains and theologies of a different type; how could God, who is immaterial, have created the material world? Therefore, the logic of obtaining a result on this concern is first to see how religions have always seen the ratio between divinity and matter/universe. In this part, the idea of a world (...) personality is implied by many, so that nature itself was transformed into a person ; others have seen within the universe/the world a Spirit ruling all, connecting all and bending all to God’s commands. In a way or another, every culture has gifted the universe/nature with the capability of ruling all, seeing everything and controlling, even determining facts by connecting all together with a Great Spirit. What is this Great Spirit of all and where it resides? With the analogy of human body in relation to his Spirit we will try to figure out a place or vehicle for the Spirit to dwell the body, and the Great Spirit the matter. The Christianity names this linkage between God and matter as ‘the created grace of God’, which indwells matter and helps the Creator move and transform things. Is there any scientific argument to sustain such assertion? Can we argue somehow that God’s voice makes matter vibrate from within the way it can recombine primer elements into giant stars to the human body? If so, what should be the ratio between theology and science on this issue and with these assertions? How could God command to matter to bring things and beings out of it and what were the material leverages that was supposed to be operated to accomplish His will? However, if we can assume that God resides in the universe – as a whole, His body, or as in its very fabric – can we also figure out how is this even possible, without transforming our explanation into a pantheistic and immanent exclusive one? Through these ‘divine leverages within matter’ theory, there is no need for questioning evolutionism, creationism, pantheism, deism and many other cosmological hypotheses any longer. (shrink)

This is one of the best popular cosmology books ever written and Guth is now (2016) a top physics Professor at MIT. He tells the extremely complex story of inflation and related areas of particle physics in such an absorbing style that it reads like a detective novel-in fact, it is a detective novel-how he and others found out how the universe started! The interweaving of his personal story and that of many colleagues along with their photos and many (...) wonderfully clear diagrams allows just the right amount of relaxation from the intensity of the physics. In places the style reminds one of Watson´s famous book ``The Double Helix``. He tells how his work on magnetic monopoles and spontaneous symmetry breaking led to the discovery of the inflationary theory of the very early universe (ca. 10 to minus 35 seconds!). -/- Along the way you will learn many gems that should stay with you a long time such as: the observed universe(e.g., everything the Hubble telescope etc. can see out to ca. 15 billion light years when the universe began) is likely just a vanishingly tiny part of the entire inhomogeneous universe which is about 10 to the 23rd times larger; the big bang probably took place simultaneously and homogeneously in our observed universe; there probably have been and will continue to be an infinite number of big bangs in an infinite number of universes for an infinite time; when a bang happens, everything(space, time, all the elements) from the previous universe are destroyed; the stretching of space can happen at speeds much greater than the speed of light; our entire observed universe lies in a single bubble out of an endless number so there may be trillions of trillions just in our own entire(pocket) universe(and there may be an endless number of such); none of these infinite number of universes interact-i.e., we can never find out anything about the others; each universe started with its own big bang and will eventually collapse to create a new big bang; all this implies that the whole universe is fractal in nature and thus infinitely regresses to ever more universes(which can lead one to thinking of it as a giant hologram); disagreements between the endless(hundreds at least) variations of inflation are sometimes due to lack of awareness that different definitions of time are being used; some theories suggest that there was a first big bang but we can never find out what happened before it; nevertheless it appears increasingly plausible that there was no beginning but rather an eternal cycle of the destruction and creation, each being the beginning of spacetime for that universe; to start a universe you need about 25g of matter in a 10 to minus 26cm diameter sphere with a false vacuum and a singularity(white hole). -/- He deliberately spends little time on the endless variants of inflation such as chaotic, expanded and supernatural inflation or on dark matter´, supersymmetry and string theory, though they were well known at the time as you can find by reading other books such as Michio Kaku´s `Hyperspace` (see my review) and countless others. Of course much has happened since this book appeared but it still serves as an excellent background volume so cheap now it’s free for the cost of mailing. -/- Those wishing a comprehensive up to date framework for human behavior from the modern two systems view may consult my book ‘The Logical Structure of Philosophy, Psychology, Mind and Language in Ludwig Wittgenstein and John Searle’ 2nd ed (2019). Those interested in more of my writings may see ‘Talking Monkeys--Philosophy, Psychology, Science, Religion and Politics on a Doomed Planet--Articles and Reviews 2006-2019 3rd ed (2019), The Logical Structure of Human Behavior (2019), and Suicidal Utopian Delusions in the 21st Century 4th ed (2019). (shrink)

Two great problems of learning confront humanity: learning about the universe; and learning how to become civilized. The first problem was solved in the 17th century, with the creation of modern science. But the second problem has not yet been solved. That puts us in a situation of great danger. All our current global problems have arisen as a result. We need to learn from our solution to the first problem how to solve the second. (...) This was the basic idea of the 18th century Enlightenment. Unfortunately, the Enlightenment made three blunders that are still built into academia today. Correct these ancient blunders, and we would have what we so urgently need: universities rationally devoted to helping us solve global problems and create a wise world. (shrink)

Dualities are a pervasive phenomenon in contemporary physics, in which two physical theories are empirically equivalent, yet prima facie make different ontological claims about the world (potentially very different claims—differing in e.g. the number and radius of dimensions of the universe). Dualities thus present a particular instantiation of the well-known notion of underdetermination of theory by evidence. Many different philosophical proposals have been made for how such putative underdetermination might be resolved—this continues to be a programme of active (...) research. (shrink)

Literature frequently describes how ineffective implementation of instructional policy frameworks can make distance learning a lonely and unrewarding academic pursuit, characterized by high student drop-out rates, high failure rates and academic exclusion. In trying to mitigate this catastrophe, academic departments in distance learning institutions utilize learning management systems (LMSs) to stimulate students’ learning experiences. In keeping with techno-progressivism, the researchers (and authors of this paper) turned to extant documentary policy and literature to review – qualitatively – (...) how the University of South Africa’s (Unisa’s) Open Distance Learning Policy (ODLP) promotes academic inclusion and learning agency as cornerstones of student success and social justice, especially in an unequal society like South Africa. The findings revealed the following: 1) Unisa’s ODLP position has the impetus to influence the deployment of the LMS to promote academic inclusion; 2) Practical means of promoting inclusion were mirrored in the provision of manual or electronic learning material, computer laboratories and free internet connectivity in regional centres across all nine provinces of South Africa, as well as in the provision of laptops for National Student Financial Aid Scheme (NSFAS)-funded students, 30 gigabytes of free monthly mobile data to all students, and assistive technologies for students with disabilities; 3) Practical utilization of an LMS to foster self-regulated learning occurred through problem-based individual activities supplemented by asynchronous demonstrative learning material (e.g. audio, video), while collaborative learning agency was enabled through e-tutoring, which afforded students the opportunity to interact with e-tutors and their peers about the learning content; 4) Drawbacks in the use of the LMS stemmed from the insufficiency of assistive learning technologies that are required for students with disabilities to participate fully in online learning, and a corpus of students’ irregular attendance at and participation in e-tutoring discussions and their projection of a negative attitude towards the e-tutors. -/- . (shrink)

This book gives an account of work that I have done over a period of decades that sets out to solve two fundamental problems of philosophy: the mind-body problem and the problem of induction. Remarkably, these revolutionary contributions to philosophy turn out to have dramatic implications for a wide range of issues outside philosophy itself, most notably for the capacity of humanity to resolve current grave global problems and make progress towards a better, wiser world. A key element of the (...) proposed solution to the first problem is that physics is about only a highly specialized aspect of all that there is – the causally efficacious aspect. Once this is understood, it ceases to be a mystery that natural science says nothing about the experiential aspect of reality, the colours we perceive, the inner experiences we are aware of. That natural science is silent about the experiential aspect of reality is no reason whatsoever to hold that the experiential does not objectively exist. A key element of the proposed solution to the second problem is that physics, in persistently accepting unified theories only, thereby makes a substantial metaphysical assumption about the universe: it is such that a unified pattern of physical law runs through all phenomena. We need a new conception, and kind, of physics that acknowledges, and actively seeks to improve, metaphysical presuppositions inherent in the methods of physics. The problematic aims and methods of physics need to be improved as physics proceeds. These are the ideas that have fruitful implications, I set out to show, for a wide range of issues: for philosophy itself, for physics, for natural science more generally, for the social sciences, for education, for the academic enterprise as a whole and, most important of all, for the capacity of humanity to learn how to solve the grave global problems that menace our future, and thus make progress to a better, wiser world. It is not just science that has problematic aims; in life too our aims, whether personal, social or institutional, are all too often profoundly problematic, and in urgent need of improvement. We need a new kind of academic enterprise which helps humanity put aims-and-methods improving meta-methods into practice in personal and social life, so that we may come to do better at achieving what is of value in life, and make progress towards a saner, wiser world. This body of work of mine has met with critical acclaim. Despite that, astonishingly, it has been ignored by mainstream philosophy. In the book I discuss the recent work of over 100 philosophers on the mind-body problem and the metaphysics of science, and show that my earlier, highly relevant work on these issues is universally ignored, the quality of subsequent work suffering as a result. My hope, in publishing this book, is that my fellow philosophers will come to appreciate the intellectual value of my proposed solutions to the mind-body problem and the problem of induction, and will, as a result, join with me in attempting to convince our fellow academics that we need to bring about an intellectual/institutional revolution in academic inquiry so that it takes up its proper task of helping humanity learn how to solve problems of living, including global problems, and make progress towards as good, as wise and enlightened a world as possible. (shrink)

The abundance of technology nowadays is contributing to the development of learning practices. This gives learners greater opportunity to find, access, and use resources to benefit learning. Open educational resources (OER) are one of the few educational developments that emerged with technology. While it is true that there are a lot of OERs available on the internet, it is unsure how many learners are aware of their existence. This research aimed to identify how many students are aware of (...) OERs, where they use OERs, and whether the educational institution encourages OERs. The researchers surveyed several students within the University of the Philippines Open University. The survey included learner demographics, statistics on learners' awareness and usage of OERs, learners' OER access locations, and the challenges they encounter when using OERs. The survey showed that the learners, regardless of age, are aware of OERs. They mostly access videos, research, and journals on web pages and Wikis. They find the OERs accessible and relevant, but reliability and visibility are challenging. (shrink)

Choice Based Credit System (CBCS) is a modern curriculum system of higher education in India which was first introduced by the Academic and Administrative Reforms committee of University Grant Commission (UGC) in 2008 headed by Prof. A. Gnanam. It is a system that promises to bring in holistic development of an individual by providing flexible and multi-disciplinary learning experience. The CBCS provides a cafeteria type approach in which the students can take courses of their choice, learn at their own (...) pace, undergo additional courses and acquire more than the required credits, and adopt an interdisciplinary approach to learning. The courses shall be evaluated on the grading system, which is considered to be better than the conventional marks system. To make the present curriculum uniform, international standard and more developed UGC implement the Choice Based Credit System at higher education level. There are different Universities in the country that have adopted this system through modifying up to 30% of core papers’ syllabus under the proposed UGC curriculum. The major objectives of the study were to explore the nature of the present CBCS curriculum of Zoology and measure the perception level of the students on the present CBCS curriculum of Zoology of Vidyasagar University. The major Findings of the study were suggested that the Vidyasagar University followed the UGC recommended curriculum pattern for framing the CBCS curriculum of Zoology and it has also been found that there was no significant difference in the male and female students’’ perception about CBCS curriculum of zoology at undergraduate level in Vidyasagar University. -/- . (shrink)

我已经习惯了奇怪的书和特殊的人,但霍金斯脱颖而出,因为他使用一个简单的技术来测试肌肉张力作为关键,任何种类的陈述的"真相"-即,不只是被测试的人是否相信它,但它是否真的是真的!众所 周知,人们会表现出自动的、无意识的生理和心理反应,就像他们接触到的任何东西——图像、声音、触觉、气味、想法、人。所以,肌肉阅读,找出他们的真实感受是一点也不激进,不像用它作为一个沉思的棍子(更多的肌肉 阅读)做"超自然科学"。 霍金斯描述了在认知负荷增加时使用降低手臂肌肉的张力,从而导致手臂在手指持续压力下下降。他似乎没有意识到,在社会心理学方面,有一个长期而庞大的持续研究,被诸如"隐性认知"、" ;自动性"等短语所指,而他使用"运动学"只是一小部分。除了肌肉张力(不常使用)外,社会心理学家还测量脑电图、电光皮肤反应,以及最常见的言语反应、句子、图像或情况,有时从刺 激后几秒钟到几个月不等。许多,如巴格和韦格纳,认为结果意味着我们是自动机,学习和行动在很大程度上没有意识通过S1(自动化系统1)和许多其他,如基尔斯特罗姆和尚克斯说,这些研究是有缺陷的,我们是S2的生 物(审议系统2)。虽然霍金斯似乎并不知道,就像在高阶思维的描述性心理学的其他领域一样,"自动性"的情况仍然像维特根斯坦描述心理学无菌和贫瘠的原因时一样混乱。在30年代。然而,这本书 是一个容易阅读,一些治疗师和精神教师可能会发现它使用。 那些希望从现代两个系统的观点来看为人类行为建立一个全面的最新框架的人,可以查阅我的书《路德维希的哲学、心理学、Min d和语言的逻辑结构》维特根斯坦和约翰·西尔的《第二部》(2019年)。那些对我更多的作品感兴趣的人可能会看到《会说话的猴子——一个末日星球上的哲学、心理学、科学、宗教和政治——文章和评论2006-20 19年第3次(2019年)和自杀乌托邦幻想21篇世纪4日 (2019) .

We need urgently to bring about a revolution in universities around the world, wherever possible, so that they take their fundamental task to be, not to acquire and apply knowledge, but rather to help humanity learn how to resolve conflicts and problems of living in increasingly cooperatively rational ways, so that we may make progress towards a good, genuinely civilized, wise world. The pursuit of knowledge would be a vital but subsidiary task. I have argued for the urgent need (...) for such an academic revolution for nearly 50 years, ever since the publication of two books: What’s Wrong With Science? Towards a People’s Rational Science of Delight and Compassion, 1976, and From Knowledge to Wisdom: A Revolution for Science and the Humanities, 1984, both available free online. This article, written in preparation for a talk given to Pittsburgh University on the 15th September 2023, gives an outline of my baffled struggles with problems of philosophy, science, literature and life that led up to the discovery of the urgent need for an intellectual and institutional revolution in universities around the world, needed in order to galvanize the social revolution required to enable us to make progress to a world in which peace, justice, democracy, individual freedom, sustainable prosperity, the possibility of a good life, are available to all, insofar as that is attainable. (shrink)

This study was conducted by an academic research team at PRINCESS NOURAH BINT ABDULRAHMAN UNIVERSITY with the purpose of promoting the levels of healthy, value and ethical awareness among the students to limit the effects of covid-19. The study applied the descriptive, analytic survey approach to document the conceptions 0f the public education instructors throughout KSA concerning their role in raising the cognitive aspects and healthy and ethical skills for encountering coronavirus pandemic (COVID-19). The study population included all the instructors (...) of public education (male & female) in all the Kingdom governorates with its both public and private sectors amounting (525,610) instructors as per the MINISTRY OF EDUCAYION statistics for the school year (1441 H ) . The sample contained 357 instructors (male& female). For this purpose, the researchers designed a questionnaire. The study concluded that there is a high level of conceptions of the instructors about their cognitive skills, healthy and ethical responsibility for providing awareness about coronavirus pandemic (COVID-19) . The study proposes some supporting and effective strategies to achieve such online learning under this pandemic. (shrink)

The crisis of our times is that we have science without wisdom. Modern science and technology lead to modern industry and agriculture which in turn lead to all the great benefits of the modern world and to the global crises we face, from population growth to climate change. The fault lies, not with science, but with science dissociated from a more fundamental concern with problems of living. We urgently need to bring about a revolution in academia so that the (...) fundamental task becomes to help humanity learn how to tackle problems of living in increasingly cooperatively rational ways, so that we may gradually discover how to make progress towards a better, wiser world. (shrink)

मैं बहुत अजीब किताबें और विशेष लोगों के लिए इस्तेमाल कर रहा हूँ, लेकिन Hawkins बाहर बयान के किसी भी प्रकार के "सत्य" के लिए एक कुंजी के रूप में मांसपेशियों के तनाव के परीक्षण के लिए एक सरल तकनीक के अपने उपयोग के कारण बाहर खड़ा है, यानी, न सिर्फ करने के लिए कि क्या व्यक्ति का परीक्षण किया जा रहा है का मानना है यह है, लेकिन क्या यह वास्तव में सच है! क्या अच्छी तरह से जाना जाता (...) है कि लोगों को स्वत:, बेहोश शारीरिक और मनोवैज्ञानिक प्रतिक्रियाओं के बारे में बस कुछ भी वे छवियों, लगता है, स्पर्श, odors, विचारों, लोगों को उजागर कर रहे हैं दिखाएगा. तो, मांसपेशियों को पढ़ने के लिए उनकी सच्ची भावनाओं को खोजने के लिए बिल्कुल कट्टरपंथी नहीं है, यह एक dousing छड़ी के रूप में उपयोग करने के विपरीत (अधिक मांसपेशी पढ़ने) करने के लिए "सामान्य विज्ञान". Hawkins संज्ञानात्मक लोड में वृद्धि के जवाब में एक हाथ की मांसपेशियों में कम तनाव के उपयोग का वर्णन इस प्रकार किसी की उंगलियों के निरंतर दबाव के जवाब में हाथ ड्रॉप करने के लिए कारण. वह अनजान लगता है कि सामाजिक मनोविज्ञान में एक लंबे समय से स्थापित और विशाल चल रहे अनुसंधान प्रयास 'आदर्श अनुभूति', 'स्वचालितता' आदि के रूप में इस तरह के वाक्यांशों द्वारा संदर्भित है, और है कि 'kinesiology' के अपने प्रयोग एक छोटे से खंड है. मांसपेशी टोन के अलावा (समय-समय पर इस्तेमाल किया) सामाजिक मनोवैज्ञानिक ईईजी, गैल्वेनिक त्वचा प्रतिक्रिया और शब्दों, वाक्यों, छवियों या स्थितियों के लिए सबसे अक्सर मौखिक प्रतिक्रियाओं को मापने के लिए कई सेकंड से महीनों के बाद सेकंड के लिए अलग. ऐसे Bargh और Wegner के रूप में कई, परिणाम लेने के लिए मतलब है कि हम automatons जो जानने के लिए और S1 के माध्यम से जागरूकता के बिना काफी हद तक कार्य कर रहे हैं (स्वत: प्रणाली 1) और ऐसे Kihlstrom और Shanks के रूप में कई अन्य लोगों का कहना है कि इन अध्ययनों त्रुटिपूर्ण हैं और हम S2 के जीव हैं (deliberative प्रणाली 2). हालांकि Hawkins के लिए पता नहीं है लगता है, के रूप में उच्च आदेश सोचा के वर्णनात्मक मनोविज्ञान के अन्य क्षेत्रों में, "स्वचालितता" के बारे में स्थिति अभी भी अराजक के रूप में यह था जब Wittgenstein बाँझपन और मनोविज्ञान की बंजरता के लिए कारणों का वर्णन किया गया है में 30 है. फिर भी, इस किताब को एक आसान पढ़ा है और कुछ चिकित्सक और आध्यात्मिक शिक्षकों के उपयोग के मिल सकता है. आधुनिक दो systems दृश्यसे मानव व्यवहार के लिए एक व्यापक अप करने के लिए तारीख रूपरेखा इच्छुक लोगों को मेरी पुस्तक 'दर्शन, मनोविज्ञान, मिनडी और लुडविगमें भाषा की तार्किक संरचना से परामर्श कर सकते हैं Wittgenstein और जॉन Searle '2 एड (2019). मेरे लेखन के अधिक में रुचि रखने वालों को देख सकते हैं 'बात कर रहेबंदर- दर्शन, मनोविज्ञान, विज्ञान, धर्म और राजनीति पर एक बर्बाद ग्रह --लेख और समीक्षा 2006-2019 3 एड (2019) और आत्मघाती यूटोपियान भ्रम 21st मेंसदी 4वें एड (2019) . (shrink)

Higher education institutions are mining and analyzing student data to effect educational, political, and managerial outcomes. Done under the banner of “learning analytics,” this work can—and often does—surface sensitive data and information about, inter alia, a student’s demographics, academic performance, offline and online movements, physical fitness, mental wellbeing, and social network. With these data, institutions and third parties are able to describe student life, predict future behaviors, and intervene to address academic or other barriers to student success (however (...) defined). Learning analytics, consequently, raise serious issues concerning student privacy, autonomy, and the appropriate flow of student data. We argue that issues around privacy lead to valid questions about the degree to which students should trust their institution to use learning analytics data and other artifacts (algorithms, predictive scores) with their interests in mind. We argue that higher education institutions are paradigms of information fiduciaries. As such, colleges and universities have a special responsibility to their students. In this article, we use the information fiduciary concept to analyze cases when learning analytics violate an institution’s responsibility to its students. (shrink)