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Learning to Imagine
Imagination is thought to be the province of childhood--the stuff of free play and unrestrained ideas. Then comes the dull routine of adulthood, stifling creativity. In fact, the opposite is true. Andrew Shtulman shows that imagination is not inherited at birth, nor does it diminish with age. It grows as we do, through education and reflection.
Scienceblind
"A fascinating, empathetic book" -- Wall Street Journal Humans are born to create theories about the world -- unfortunately, we're usually wrong and bad theories keep us from understanding science as it really is Why do we catch colds? What causes seasons to change? And if you fire a bullet from a gun and drop one from your hand, which bullet hits the ground first? In a pinch we almost always get these questions wrong. Worse, we regularly misconstrue fundamental qualities of the world around us. In Scienceblind, cognitive and developmental psychologist Andrew Shtulman shows that the root of our misconceptions lies in the theories about the world we develop as children. They're not only wrong, they close our minds to ideas inconsistent with them, making us unable to learn science later in life. So how do we get the world right? We must dismantle our intuitive theories and rebuild our knowledge from its foundations. The reward won't just be a truer picture of the world, but clearer solutions to many controversies -- around vaccines, climate change, or evolution -- that plague our politics today.
Scienceblind
"A fascinating, empathetic book" -- Wall Street Journal Humans are born to create theories about the world -- unfortunately, we're usually wrong and bad theories keep us from understanding science as it really is Why do we catch colds? What causes seasons to change? And if you fire a bullet from a gun and drop one from your hand, which bullet hits the ground first? In a pinch we almost always get these questions wrong. Worse, we regularly misconstrue fundamental qualities of the world around us. In Scienceblind, cognitive and developmental psychologist Andrew Shtulman shows that the root of our misconceptions lies in the theories about the world we develop as children. They're not only wrong, they close our minds to ideas inconsistent with them, making us unable to learn science later in life. So how do we get the world right? We must dismantle our intuitive theories and rebuild our knowledge from its foundations. The reward won't just be a truer picture of the world, but clearer solutions to many controversies -- around vaccines, climate change, or evolution -- that plague our politics today.
Changes in Sacred Texts and Traditions
This volume presents the work of the international, interdisciplinary research project Changes in Sacred Texts and Traditions (CSTT), whose members focused on cultural, ideological, and material changes in the period when the sacred traditions of the Hebrew Bible were created, transmitted, and transformed. Specialists in the textual study of the Hebrew and Greek Bibles, archaeology, Assyriology, and history, working across their fields of expertise, trace how changes occurred in biblical and ancient Near Eastern texts and traditions. Contributors Tero Alstola, Anneli Aejmelaeus , Rick Bonnie, Francis Borchardt, George J. Brooke, Cynthia Edenburg, Sebastian Fink, Izaak J. deHulster , Patrik Jansson, Jutta Jokiranta, Tuukka Kauhanen, Gina Konstantopoulos, Lauri Laine, Michael C. Legaspi, Christoph Levin, Ville Mäkipelto, Reinhard Müller, Martti Nissinen, Jessi Orpana, Juha Pakkala, Dalit Rom-Shiloni, Christian Seppänen, Jason M. Silverman, Saana Svärd, Timo Tekoniemi, Hanna Tervanotko, Joanna Töyräänvuori, and Miika Tucker demonstrate that rigorous yet respectful debate results in a nuanced and complex understanding of how ancient texts developed.
The Cognitive Science of Belief
An integrative exploration of the concept of beliefs and their applications as studied across the cognitive sciences.
Perspectives on Science and Culture
Edited by Kris Rutten, Stefaan Blancke, and Ronald Soetaert, Perspectives on Science and Culture explores the intersection between scientific understanding and cultural representation from an interdisciplinary perspective. Contributors to the volume analyze representations of science and scientific discourse from the perspectives of rhetorical criticism, comparative cultural studies, narratology, educational studies, discourse analysis, naturalized epistemology, and the cognitive sciences. The main objective of the volume is to explore how particular cognitive predispositions and cultural representations both shape and distort the public debate about scientific controversies, the teaching and learning of science, and the development of science itself. The theoretical background of the articles in the volume integrates C. P. Snow's concept of the two cultures (science and the humanities) and Jerome Bruner's confrontation between narrative and logico-scientific modes of thinking (i.e., the cognitive and the evolutionary approaches to human cognition).
Multidisciplinary Perspectives on Representational Pluralism in Human Cognition
Bringing together diverse theoretical and empirical contributions from the fields of social and cognitive psychology, philosophy and science education, this volume explores representational pluralism as a phenomenon characteristic of human cognition. Building on these disciplines’ shared interest in understanding human thought, perception and conceptual change, the volume illustrates how representational plurality can be conducive to research and practice in varied fields. Particular care is taken to emphasize points of convergence and the value of sharing discourses, models, justifications and theories of pluralism across disciplines. The editors give ample space for philosophers, cognitive scientists and educators to explicate the history and current status of representational pluralism in their own disciplines. Using multiple forms of research from the relational perspective, this volume will be of interest to students, scholars and researchers with an interest in cognitive psychology, as well as educational psychology and philosophy of science.
Disbelief
Does God exist? This straightforward question has spawned endless debate, ranging from apologists’ supposed proofs of God’s existence to New Atheist manifestos declaring belief in God a harmful delusion. In Disbelief, Will M. Gervais, Phd., a global leader in the psychological study of atheism, shows that the ubiquity of religious belief and the peculiarities of atheism are connected pieces in the puzzle of human nature. It’s undeniable that religion is a core tenet of human nature. It is also true that our overwhelmingly religious species is also as atheistic as it’s ever been. Yet, no scientific understanding of religion is complete without accounting for those who actively do not ...
Trust and Skepticism
Children learn a great deal from other people, including history, science and religion, as well as language itself. Although our informants are usually well-intentioned, they can be wrong, and sometimes people deceive deliberately. As soon as children can learn from what others tell them, they need to be able to evaluate the likely truth of such testimony. This book is the first of its kind to provide an overview of the field of testimony research, summarizing and discussing the latest findings into how children make such evaluations – when do they trust what people tell them, and when are they skeptical? The nine chapters are organized according to the extent to which testimony is necessa...
