PDF Human Evolution, Language and Mind Download
- Author: William Noble
- Publisher: CUP Archive
- ISBN: 9780521576352
- Category : Biography & Autobiography
- Languages : en
- Pages : 292
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Eric Martin and Daniel N. Osherson present a theory of inductive logic built on model theory. Their aim is to extend the mathematics of Formal Learning Theory to a more general setting and to provide a more accurate image of empirical inquiry. The formal results of their study illuminate aspects of scientific inquiry that are not covered by the commonly applied Bayesian approach.
For too long, evolution has been denied its place in the science curriculum. School policies driven by misunderstanding or fea regularly displace widely recognized principles of science. But without understanding evolution, students--no matter what their religious beliefs--will never achieve the level of scientific literacy they need to make sense of even everyday practicalities like how human viruses work. In The Missing Link, Lee Meadows has crafted an approach to teaching evolution that helps students understand its explanatory power whether they accept its principles or not. All students are invited to engage in inquiry, where questions, evidence, and exploration supplant values-based debates over right and wrong answers. Teachers will find the tools and resources they need to develop a unit on evolution including: an overview of inquiry-based science teaching outlines for lesson plans a plethora of internet resources. An appendix also provides a refresher course for teachers who may want to sharpen their content knowledge of evolution. And a study guide makes this ideal for book study groups. Bring The Missing Link to your teaching and keep the doors to science open for all your students.
For all its beauty and splendor, the world is replete with suffering, hardship, and misery. Why does evil exist? Is evil necessary? Can we ever hope to abolish evil? Philosophers, theologians, scientists, and laypeople have often pondered these questions, but their answers have generally been unconvincing or unhelpful. They have sometimes tried vainly to show that all evil is really for the best, and sometimes to dismiss the problem of evil as too profound to be answered. In The Evolution of Evil, Timothy Anders offers an original and persuasive solution to the 'Problem of Evil, ' one that is grounded in science. According to Anders, the root of all human suffering, and hence of all evil, is to be found in the historical process by which human life was created: evolution by natural selection. The compelling simplicity of this explanation has been overlooked because of several widely-held misconceptions, notably the view that evolution favors the good and eliminates the bad, or that evolution favors an inexorable ascent to 'higher, ' more intelligent, and more complex forms. At the heart of these misconceptions lie prejudices such as anthropocentrism -- the view that humankind is the 'point' of the universe, and that things therefore tend to be arranged for humanity's benefit; the assumption that nature is essentially benevolent toward humans; and political utopianism, which proclaims that it is possible to bring about a perfect or nearly perfect society. Anders exposes the roots of evil in humankind's biological background, showing that evolution is not benevolent or progressive, and that it tends to lead to suffering which can sometimes be mitigated but never entirely banished. Ourprimate ancestry has left us with many 'scars of evolution, ' inefficient components which lead to pain and disappointment. Anders shows that humans are especially poorly adapted to their environment. The fact that they rely heavily on culture and intelligence is not an unmixed blessing.
It can be a tough thing to admit: Despite hearing so much about the importance of inquiry-based science education, you may not be exactly sure what it is, not to mention how to do it. But now this engaging new book takes the intimidation out of inquiry. Science as Inquiry in the Secondary Setting gives you an overview of what inquiry can be like in middle and high school and explores how to incorporate more inquiry-centered practices into your own teaching. In 11 concise chapters, leading researchers raise and resolve such key questions as: What is Inquiry? What does inquiry look like in speccific classes, such as the Earth science lab or the chemitry lab? What are the basic features of inquiry instruction? How do you assess science as inquiry? Science as Inquiry was created to fill a vacuum. No other book serves as such a compact, easy-to-understand orientation to inquiry. It's ideal for guiding discussion, fostering reflection, and helping you enhance your own classroom practices. As chapter author Mark Windschitl writes, "The aim of doing more authrntic science in schools is not to mimic scientists, but to develop the depth of content knowledge, the habits of mind, and the critical reasoning skills that are so crucial to basic science literacy." This volume guides you to find new ways of helping students further along the path to science literacy.
Initiated by Robert Wesson, Evolution and Human Values is a collection of newly written essays designed to bring interdisciplinary insight to that area of thought where human evolution intersects with human values. The disciplines brought to bear on the subject are diverse - philosophy, psychiatry, behavioral science, biology, anthropology, psychology, biochemistry, and sociology. Yet, as organized by co-editor Patricia A. Williams, the volume falls coherently into three related sections. Entitled Evolutionary Ethics, the first section brings contemporary research to an area first explored by Herbert Spencer. Evolutionary ethics looks to the theory of evolution by natural selection to find values for human living. The second section, Evolved Ethics, discusses the evolution of language and religion and their impact on moral thought and feeling. Evolved ethics was partly Charles Darwin's subject in The Descent of Man. The last section bears the title Scientific Ethics. A nascent field, scientific ethics asks about the evolution of human nature and the implications of that nature for ethical theory and social policy. Together, the essays collected here provide important contemporary insights into what it is - and what it may be - to be human.
This full-color book provides a practical approach to incorporating graphic inquiry across the curriculum for school library media specialists, technology coordinators, and classroom teachers. It's new. It's graphic. And it is the first of its kind. Designed to bridge theory and actual practice, Graphic Inquiry contains applications for new and practicing educators and librarians that can truly bring classroom learning into the 21st century. This visually rich book provides numerous, standards-based inquiry activities and projects that incorporate traditional materials as well as emerging social and collaborative technologies. This full-color book provides real-world strategies for integrating graphic inquiry across the curriculum and is specifically designed to help today's educators identify tools and techniques for using graphic inquiry with their students. Although research is cited and references are provided, lengthy text passages are avoided in favor of practical, visual examples rooted in best practice and presented in graphic format. Readers will view this book as a quick reference to timely, realistic activities and approaches as compared to a traditional textbook.
Humans, especially children, are naturally curious. Yet, people often balk at the thought of learning scienceâ€"the "eyes glazed over" syndrome. Teachers may find teaching science a major challenge in an era when science ranges from the hardly imaginable quark to the distant, blazing quasar. Inquiry and the National Science Education Standards is the book that educators have been waiting forâ€"a practical guide to teaching inquiry and teaching through inquiry, as recommended by the National Science Education Standards. This will be an important resource for educators who must help school boards, parents, and teachers understand "why we can't teach the way we used to." "Inquiry" refers to the diverse ways in which scientists study the natural world and in which students grasp science knowledge and the methods by which that knowledge is produced. This book explains and illustrates how inquiry helps students learn science content, master how to do science, and understand the nature of science. This book explores the dimensions of teaching and learning science as inquiry for K-12 students across a range of science topics. Detailed examples help clarify when teachers should use the inquiry-based approach and how much structure, guidance, and coaching they should provide. The book dispels myths that may have discouraged educators from the inquiry-based approach and illuminates the subtle interplay between concepts, processes, and science as it is experienced in the classroom. Inquiry and the National Science Education Standards shows how to bring the standards to life, with features such as classroom vignettes exploring different kinds of inquiries for elementary, middle, and high school and Frequently Asked Questions for teachers, responding to common concerns such as obtaining teaching supplies. Turning to assessment, the committee discusses why assessment is important, looks at existing schemes and formats, and addresses how to involve students in assessing their own learning achievements. In addition, this book discusses administrative assistance, communication with parents, appropriate teacher evaluation, and other avenues to promoting and supporting this new teaching paradigm.
Language and culture are often seen as unique characteristics of human beings. In this book the author argues that our ability to use a wide array of emotions evolved long before spoken language and, in fact, constituted a preadaptation for the speech and culture that developed among later hominids. Long before humans could speak with words, they communicated through body language their emotional dispositions; and it is the neurological wiring of the brain for these emotional languages that represented the key evolutionary breakthrough for our species. How did natural selection work on the basic ape anatomy and neuroanatomy to create the hominid line? The author suggests that what distinguished our ancestors from other apes was the development of an increased capacity for sociality and organization, crucial for survival on the African savanna. All apes display a propensity for weak ties, individualism, mobility, and autonomy that was, and is today, useful in arboreal and woodland habitats but served them poorly when our ancestors began to move onto the African plain during the late Miocene. The challenge for natural selection was to enhance traits in the species that would foster the social ties necessary for survival in the new environment. The author suggests that the result was a development of certain areas of the primate brain that encouraged strong emotional ties, allowing our ancestors to build higher levels of social solidarity. Our basic neurological wiring continues to reflect this adaptive development. From a sociological perspective that is informed by evolutionary biology, primatology, and neurology, the book examines the current neurological bases of our emotional repertoire and their implications for our social actions.