I have read the future studies literature for decades. A few years ago an alumnus suggested that my university should create a course about the future. My dean encouraged me to look into it. On reading Bishop and Hines, Teaching About the Future, I was struck by the maturity of the field, the strength of their program that they describe, and the fact that they bemoan the lack of a book that could introduce newcomers to the field. I decided that I could write such a book, combining the latest research in the field with my own understandings of interdisciplinarity, world history, economics, and political activism.
This is a pleasure to read and full of good ideas.
Most of the book deals with errors in how people make future-oriented decisions, and how we can overcome these errors. Yet the author also has good advice about how we should go about predicting plausible futures. He notes that experts with a flexible worldview make better predictions than those who follow a narrow belief or ideology.
Plenty of books offer useful advice on how to get better at making quick-thinking, intuitive choices. But what about more consequential decisions, the ones that affect our lives for years, or centuries, to come? Our most powerful stories revolve around these kinds of decisions: where to live, whom to marry, what to believe, whether to start a company, how to end a war.
Full of the beautifully crafted storytelling and novel insights that Steven Johnson's fans know to expect, Farsighted draws lessons from cognitive science, social psychology, military strategy, environmental planning, and great works of literature. Everyone thinks we are…
I’ve always loved all things Elizabethan, and I especially love spending time with books and manuscripts where voices from the period speak to us directly. Wanting to understand how Shakespeare and his contemporaries understood themselves led me to investigate their ideas about relations between mind and body, about emotions, about the imagination, and about the minds of women and those of other races. I’ve learned that the Elizabethans grappled with many conflicting ideas about the mind, from classical philosophies, medieval medicine, new theologies, and more – and that this intellectual turmoil was essential fuel for the extraordinary literary creativity of the period.
Renaissance writers were trained in rhetoric: how to use language to work through a problem or convey a state of mind.
Today, theories of cognition explore how linguistic devices relate to processes in the brain; for example, metaphor replicates how the mind understands something by associating or comparing it with something else. Lyne’s radical innovation is to bring together these historical and contemporary frameworks for understanding thought and language.
He explores points of contact between Renaissance rhetorical theories and present-day cognitive theories, then applies his insights to analyse works by Shakespeare. This offers a wholly fresh approach to understanding how Shakespeare translates thoughts – his own and those of his characters – into words; and how those words in turn work on our minds as readers or listeners.
Raphael Lyne addresses a crucial Shakespearean question: why do characters in the grip of emotional crises deliver such extraordinarily beautiful and ambitious speeches? How do they manage to be so inventive when they are perplexed? Their dense, complex, articulate speeches at intensely dramatic moments are often seen as psychological - they uncover and investigate inwardness, character and motivation - and as rhetorical - they involve heightened language, deploying recognisable techniques. Focusing on A Midsummer Night's Dream, Othello, Cymbeline and the Sonnets, Lyne explores both the psychological and rhetorical elements of Shakespeare's language. In the light of cognitive linguistics and cognitive…
As an interdisciplinary scholar with professional musical training, I surveyed the literature in cognitive science for conceptual frameworks that would shed light on tacit processes in musical activity. I was tired of research that treats the musician either as a “lab rat” not quite capable of fully understanding what they do or as a “channel” for the mysterious and divine. I view musicians as human beings who engage in meaningful activity with instruments and with each other. Musicians are knowledgeable, skilled, and deeply creative. The authors on this list turn a scientific lens on human activity that further defines how we make ourselves through meaningful work and interactions.
When I was a musician encountering theory in cognitive science for the first time, this book really moved me. I was searching for conceptual lenses on cognition in instrumental practice and this book is aimed at grounding the study of cognition in the body. I can still see myself sitting at a huge ugly desk under a tiny window thoroughly absorbed in this thrilling page-turner in the philosophy of mind. The book moved me so profoundly that I cried when I approached the last page, and gently closed the back cover. It is a precious book. It changed my world.
"There are books-few and far between-which carefully, delightfully, and genuinely turn your head inside out. This is one of them. It ranges over some central issues in Western philosophy and begins the long overdue job of giving us a radically new account of meaning, rationality, and objectivity."-Yaakov Garb, San Francisco Chronicle
Over the past 25 years, I have spent half of my time as a professor of psychology at Cornell University and the second half as a professor of cognitive science at the University of California, Merced. The interdisciplinary field of cognitive science invites a much wider range of methods, theories, and perspectives in studying the mind. My work employs dynamical systems theory, neural network simulations, eye-tracking, and other dense-sampling measures of cognitive processes to reveal how the brain, body, and environment cooperate to generate mental activity. In 2010, I was awarded the William Procter Prize for Scientific Achievement from the Sigma Xi Scientific Research Honor Society. I have authored two books, The Continuity of Mind, and Who You Are.
On the last page of The Continuity of Mind, I playfully hinted at a sequel (probably written by someone else) that would continue the paradigm’s push not just away from a “computer metaphor for the mind” but even beyond a brain-based approach to cognition. A couple of years later, Tony Chemero published Radical Embodied Cognitive Science, which (to me) felt like that sequel.
In Radical Embodied Cognitive Science, Chemero draws on philosophy, then on cognitive psychology, then on dynamical systems theory, then on ecological psychology, and finally back to philosophy to tell the story of a progressive interdisciplinary approach to understanding sensorimotor processing and human experience as belonging to the natural order – rather than being some unique phenomenon that has no overlap with the rest of the natural world. After setting the stage with a treatment of the philosophical background and defining what the theoretical stakes…
A proposal for a new way to do cognitive science argues that cognition should be described in terms of agent-environment dynamics rather than computation and representation.
While philosophers of mind have been arguing over the status of mental representations in cognitive science, cognitive scientists have been quietly engaged in studying perception, action, and cognition without explaining them in terms of mental representation. In this book, Anthony Chemero describes this nonrepresentational approach (which he terms radical embodied cognitive science), puts it in historical and conceptual context, and applies it to traditional problems in the philosophy of mind. Radical embodied cognitive science…
It’s been fantastic to work in computer vision, especially when it is used to build biometric systems. I and my 80 odd PhD students have pioneered systems that recognise people by the way they walk, by their ears, and many other new things too. To build the systems, we needed computer vision techniques and architectures, both of which work with complex real-world imagery. That’s what computer vision gives you: a capability to ‘see’ using a computer. I think we can still go a lot further: to give blind people sight, to enable better invasive surgery, to autonomise more of our industrial society, and to give us capabilities we never knew we’d have.
David Marr shaped the field of computer vision in its early days. His seminal book laid the structure for interpreting images and one which is still largely followed. He popularised notions of the primal sketch and his work on edge detection led to one of the most sophisticated approaches. His work and influence continue to endure despite his early death: we missed and miss him a lot.
Available again, an influential book that offers a framework for understanding visual perception and considers fundamental questions about the brain and its functions.
David Marr's posthumously published Vision (1982) influenced a generation of brain and cognitive scientists, inspiring many to enter the field. In Vision, Marr describes a general framework for understanding visual perception and touches on broader questions about how the brain and its functions can be studied and understood. Researchers from a range of brain and cognitive sciences have long valued Marr's creativity, intellectual power, and ability to integrate insights and data from neuroscience, psychology, and computation. This…
A philosophy professor, my central interest has always been something historical: what is going on in this strange modern world we live in? Addressing this required forty years of background work in the natural sciences, history, social sciences, and the variety of contemporary philosophical theories that try to put them all together. In the process, I taught philosophy courses on philosophical topics, social theory, and the sciences, wrote books, and produced video courses, mostly focused on that central interest. The books listed are some of my favorites to read and to teach. They are crucial steps on the journey to understand who we are in this unprecedented modern world.
This is the best single book summarizing contemporary scientific knowledge on what makes humans different from other animals. It strikes a middle path between “romantics” who want to believe dolphins and primates can do everything we can and “killjoys” who try to maintain more traditional notions of human superiority.
But if there is a “gap” between us and other animals, exactly what is it? Suddendorf tracks the question from one field of possible answers to the next, from linguistics to anthropology to archaeology to primatology to cognitive science.
The book reads like a detective story – I couldn’t put it down.
There exists an undeniable chasm between the capacities of humans and those of animals. Our minds have spawned civilizations and technologies that have changed the face of the Earth, whereas even our closest animal relatives sit unobtrusively in their dwindling habitats. Yet despite longstanding debates, the nature of this apparent gap has remained unclear. What exactly is the difference between our minds and theirs?In The Gap , psychologist Thomas Suddendorf provides a definitive account of the mental qualities that separate humans from other animals, as well as how these differences arose. Drawing on two decades of research on apes, children,…
Conformism, religiosity, and tribalism pose an increasingly serious threat to democracy, equality, liberty, and the world order. Many public intellectuals, therefore, argue that we should try to tamp down or eliminate these tendencies. I argue the opposite. Based on decades of collaborative research with psychologists, evolutionary scientists, historians, and archaeologists, I show that the human propensities to copy, believe, and belong are here to stay, and our best hope for the future is to draw on our rich inheritance of biological and cultural evolution to harness and manage these core features of human nature more sustainably, peacefully, and consensually.
Why do humans everywhere imagine themselves to share the world with supernatural agents of various kinds? Many scholars have pointed out the usefulness of supernatural agent concepts in providing reassurance, political legitimacy, a rationale for suffering, or a theory of our collective origins or destinies. But this does not explain why we come up with those specific types of constructs in the first place.
Pascal Boyer proposes a surprising and compelling solution. The reason we entertain particular kinds of ideas about supernatural agents, he argues, is because of the way our cognitive systems evolved.
Many of our questions about religion, says renowned anthropologist Pascal Boyer, are no longer mysteries. We are beginning to know how to answer questions such as "Why do people have religion?" Using findings from anthropology, cognitive science, linguistics, and evolutionary biology, Religion Explained shows how this aspect of human consciousness is increasingly admissible to coherent, naturalistic explanation. This brilliant and controversial book gives readers the first scientific explanation for what religious feeling is really about, what it consists of, and where it comes from.
I love to teach and to do research on teaching and learning. Little compares to seeing how students’ faces light up when they get it. I want more students to experience the experience of getting it. After teaching for 25 years, and taking a deep dive into the scientific literature on learning, I have accumulated some important insights that I share in my work as Executive Director of a teaching and learning center, with my students, and with faculty across the nation. Teaching is not an impromptu act. It is an art and a science and I revel in it. These books will light a fire in you.
I love books with specific, pragmatic ways to change what I do in the classroom.
Every chapter of this book was packed with something I wanted to try. There are a lot of general suggestions floating around (e.g., more active learning), but what exactly does a teacher do?
This book is a great compliment to my book. The former gives students pragmatic tips, and this one is packed with examples for teachers.
Unleash powerful teaching and the science of learning in your classroom
Powerful Teaching: Unleash the Science of Learning empowers educators to harness rigorous research on how students learn and unleash it in their classrooms. In this book, cognitive scientist Pooja K. Agarwal, Ph.D., and veteran K-12 teacher Patrice M. Bain, Ed.S., decipher cognitive science research and illustrate ways to successfully apply the science of learning in classrooms settings. This practical resource is filled with evidence-based strategies that are easily implemented in less than a minute-without additional prepping, grading, or funding!
Research demonstrates that these powerful strategies raise student achievement by…
I'm a designer, a teacher, a father, a husband, and a friend. I love beautiful things and personally want to know why I find certain things more beautiful than others. I love learning about the world and finding connections between everyday experience and art. When I say “art” I really am blending art, design, architecture, landscape architecture, product design, etc. I believe everything is connected in some way. If I were to pigeonhole myself in any way I would call myself a generalist design thinker. I draw, I write, I make little objects, I make big objects – I see very little difference in any of these things.
This book provides the reader with a foundation as to how we think through our bodily experience in the world. It argues that we think through the body and through experience and that bodily engagement with the world (organism-environment interaction) is used to develop more abstract modes of thought.
I find this key to understanding design generally.
In "The Meaning of the Body", Mark Johnson continues his pioneering work on the exciting connections between cognitive science, language, and meaning first begun in the classic "Metaphors We Live By". Johnson uses recent research into infant psychology to show how the body generates meaning even before self-consciousness has fully developed. From there he turns to cognitive neuroscience to further explore the bodily origins of meaning, thought, and language and examines the many dimensions of meaning - including images, qualities, emotions, and metaphors - that are all rooted in the body's physical encounters with the world. Drawing on the psychology…
I'm a writer, programmer, traveler and avid reader of interesting things. For the last ten years I've been experimenting to find out how to learn and think better. I don't promise I have all the answers, just a place to start.
Harvard-educated cognitive scientist Daniel Willingham is one of the foremost experts in educational psychology. While the title of this book may not sound so appealing, it’s really a tight summary of some of the most important principles of psychology to learning more effectively. Willingham’s blog and other books are also excellent resources for someone who wants to understand how to learn well.
Easy-to-apply, scientifically-based approaches for engaging students in the classroomCognitive scientist Dan Willingham focuses his acclaimed research on the biological and cognitive basis of learning. His book will help teachers improve their practice by explaining how they and their students think and learn. It reveals-the importance of story, emotion, memory, context, and routine in building knowledge and creating lasting learning experiences. * Nine, easy-to-understand principles with clear applications for the classroom * Includes surprising findings, such as that intelligence is malleable, and that you cannot develop "thinking skills" without facts * How an understanding of the brain's workings can help teachers…
