Hughlings Himwich

pater, magister, senex

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David Chalmers: Fragments of consciousness

The New York Review of Books

Poetry 180

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"Straight from the heart"

Principles of Research

address by Albert Einstein (1918)

(Physical Society, Berlin, for Max Planck's sixtieth birtday)


IN the temple of science are many mansions, and various indeed are they that dwell therein and the motives that have led them thither. Many take to science out of a joyful sense of superior intellectual power; science is their own special sport to which they look for vivid experience and the satisfaction of ambition; many others are to be found in the temple who have offered the products of their brains on this altar for purely utilitarian purposes. Were an angel of the Lord to come and drive all the people belonging to these two categories out of the temple, the assemblage would be seriously depleted, but there would still be some men, of both present and past times, left inside. Our Planck is one of them, and that is why we love him.

I am quite aware that we have just now lightheartedly expelled in imagination many excellent men who are largely, perhaps chiefly, responsible for the buildings of the temple of science; and in many cases our angel would find it a pretty ticklish job to decide. But of one thing I feel sure: if the types we have just expelled were the only types there were, the temple would never have come to be, any more than a forest can grow which consists of nothing but creepers. For these people any sphere of human activity will do, if it comes to a point; whether they become engineers, officers, tradesmen, or scientists depends on circumstances. Now let us have another look at those who have found favor with the angel. Most of them are somewhat odd, uncommunicative, solitary fellows, really less like each other, in spite of these common characteristics, than the hosts of the rejected. What has brought them to the temple? That is a difficult question and no single answer will cover it. To begin with, I believe with Schopenhauer that one of the strongest motives that leads men to art and science is escape from everyday life with its painful crudity and hopeless dreariness, from the fetters of one's own ever shifting desires. A finely tempered nature longs to escape from personal life into the world of objective perception and thought; this desire may be compared with the townsman's irresistible longing to escape from his noisy, cramped surroundings into the silence of high mountains, where the eye ranges freely through the still, pure air and fondly traces out the restful contours apparently built for eternity.

With this negative motive there goes a positive one. Man tries to make for himself in the fashion that suits him best a simplified and intelligible picture of the world; he then tries to some extent to substitute this cosmos of his for the world of experience, and thus to overcome it. This is what the painter, the poet, the speculative philosopher, and the natural scientist do, each in his own fashion. Each makes this cosmos and its construction the pivot of his emotional life, in order to find in this way the peace and security which he cannot find in tbe narrow whirlpool of personal experience.

What place does the theoretical physicist's picture of the world occupy among all these possible pictures? It demands the highest possible standard of rigorous precision in the description of relations, such as only the use of mathematical language can give. In regard to his subject matter, on the other hand, the physicist has to limit himself very severely: he must content himself with describing the most simple events which can be brought within the domain of our experience; all events of a more complex order are beyond the power of the human intellect to reconstruct with the subtle accuracy and logical perfection which the theoretical physicist demands. Supreme purity, clarity, and certainty at the cost of completeness. But what can be the attraction of getting to know such a tiny section of nature thoroughly, while one leaves everything subtler and more complex shyly and timidly alone? Does the product of such a modest effort deserve to be called by the proud name of a theory of the universe?

In my belief the name is justified; for the general laws on which the structure of theoretical physics is based claim to be valid for any natural phenomenon whatsoever. With them, it ought to be possible to arrive at the description, that is to say, the theory, of every natural process, including life, by means of pure deduction, if that process of deduction were not far beyond the capacity of the human intellect. The physicist's renunciation of completeness for his cosmos is therefore not a matter of fundamental principle.

The supreme task of the physicist is to arrive at those universal elementary laws from which the cosmos can be built up by pure deduction. There is no logical path to these laws; only intuition, resting on sympathetic understanding of experience, can reach them. In this methodological uncertainty, one might suppose that there were any number of possible systems of theoretical physics all equally well justified; and this opinion is no doubt correct, theoretically. But the development of physics has shown that at any given moment, out of all conceivable constructions, a single one has always proved itself decidedly superior to all the rest. Nobody who has really gone deeply into the matter will deny that in practice the world of phenomena uniquely determines the theoretical system, in spite of the fact that there is no logical bridge between phenomena and their theoretical principles; this is what Leibnitz described so happily as a "pre-established harmony." Physicists often accuse epistemologists of not paying sufficient attention to this fact. Here, it seems to me, lie the roots of the controversy carried on some years ago between Mach and Planck.

The longing to behold this pre-established harmony is the source of the inexhaustible patience and perseverance with which Planck has devoted himself, as we see, to the most general problems of our science, refusing to let himself be diverted to more grateful and more easily attained ends. I have often heard colleagues try to attribute this attitude of his to extraordinary will-power and discipline -- wrongly, in my opinion. The state of mind which enables a man to do work of this kind is akin to that of the religious worshiper or the lover; the daily effort comes from no deliberate intention or program, but straight from the heart. There he sits, our beloved Planck, and smiles inside himself at my childish playing-about with the lantern of Diogenes. Our affection for him needs no threadbare explanation. May the love of science continue to illumine his path in the future and lead him to the solution of the most important problem in present-day physics, which he has himself posed and done so much to solve. May he succeed in uniting quantum theory with electrodynamics and mechanics in a single logical system.

 

 

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Colin Martz: The Case for Earlier Neuroscience Education, Plus Resources for Educators

I had the very great pleasure to teach Colin while he was in high school. A more thoughtful student would be hard to find. He is now studying neuroscience at Duke. Below is an excerpt from Colin's paper which can be read in its entirety at the following link: http://www.hastac.org/blogs/cmartz/case-earlier-neuroscience-education-plus-resources-educators-who-believe-me. You will find there a very helpful list of resources for educators who want to put Colin's ideas into practice.

To begin, I would like to describe my personal relationship with science education from the 6th grade to the 12th grade. Now, bear in mind that I was fortunate enough to attend a well-funded college preparatory school for these years, so my case is far from representative of the average American education. Nevertheless, for the majority of my high school career, I wanted nothing to do with science. I derived little pleasure from balancing chemical equations or learning about photosynthesis, and I dreaded the introduction of each new topic in my calculus class. On the other hand, I loved my English classes, largely because the readings and discussions they entailed shed light on just how rich, diverse and nuanced peoples thoughts and experiences could be. Science classes were always so abstract and detached from everything I learned through my own experiences in the world. I had nothing tangible to connect each new concept to, and as a result I felt like I was building a whole new world that operated by a series of seemingly arbitrary rules.

Then, during the second semester of my senior year, a teacher introduced me to Roger Sperrys famous research with split-brain patients (see also: http://nobelprize.org/educational/medicine/split-brain/index.html). It was that experience that demonstrated to me how cool science could be; it just had to be directed at something more human and immediately relevant for me to appreciate it. I set up a senior project with that teacher in the form of a seminar about what neuroscience and philosophy of mind, and now in my junior year of college I can say that my fascination with the brain has only grown since. What I learned that year was that neuroscience has infinite applicability. That is, the study of the brain is relevant to literally anything that involves people, and this because everything we do and think depends on that blob of finely folded tissue that resides in our skulls. Neuroscience has something to say about sex, drugs, and rock and rolland thats just the beginning. Kids that love sports are likely to find information about how the brain controls and interfaces with the body interesting. Those who like their foreign language classes might be captivated by the neuroscience of human language. Id also wager that many kids would be interested in learning about their own development and what they can do to get the most out of their brains. This discussion gets into nutrition and the brain, which of course can naturally connect to the sense of taste and how food stimuli are transduced into sensations by our brains. The point here is that given the central roles the brain plays in our lives, it isnt hard to connect kids interests to topics in neuroscience. This, I think, is the key to successful science teaching: instructors have to make science immediately relevant to their students lives.

Despite the potential the neuroscience holds to serve as a powerful tool for introducing young people to scientific principles and for generating interest in careers in science, it typically isnt taught before college. This needs to change. The traditional justification for delaying its presentation is that students should have a solid foundation in the more fundamental natural sciencesphysics, chemistry and biologybefore they begin to study the brain because a sophisticated understanding of its function (and dysfunction) draws from all of these disciplines. This is true, but for just that: a sophisticated understanding. The purpose of introducing neuroscience at the middle and high school levels (and perhaps earlier still) is not to confer a detailed understanding of brain. This should be reserved for university level coursework. Instead, the end of these neuroscience lessons is simply to demonstrate to children that science need not be so abstract and detached from their own experience that it becomes boring and onerous.

Note that I am not suggesting that neuroscience topics should supplant traditional physics, chemistry and biology classes. However, they should inform and enrich these subjects. Physics could be brought to life by considering reaction times and the speed of nerve conduction in addition to the tired old problems about trains careening toward one another. Neurotransmitters activities could be discussed alongside the traditional treatment of acid-base chemistry, and biology, of course, is the easiest of these canonical subjects when it comes to integrating exciting information about the brain with core coursework. I believe that by applying abstract principles from more basic natural sciences to concrete situations in neuroscience and behavior, science teachers around the country could humanize science and dissolve aversions and anxieties students associate with the subject.

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