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Replicability is the hallmark of science. Science values replication so much that as long a study is sufficiently replicated, the claims it makes are considered valid even if they conflict with accepted theories. We trust scientific findings because experiments repeated under the same conditions produce the same results. Or do they?
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References:
Bausell, R. B. (2021). The problem with science the reproducibility crisis and what to do about it. Oxford University Press.
Fidler, Fiona and John Wilcox, "Reproducibility of Scientific Results", The Stanford Encyclopedia of Philosophy (Summer 2021 Edition), Edward N. Zalta (ed.).
Romero, F. (2019). Philosophy of Science and The Replicability Crisis.
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We’ve all heard about ambition, but who can definitively say they know what it is? Some philosophers have seen ambition as virtuous, some have seen it as pernicious. Does ambition merely produce outward success with only little personal fulfillment or are there are positive outcomes of ambition? This episode discusses scientific research on the causes and consequences of ambition.
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References:
Judge, T. A., & Kammeyer-Mueller, J. D. (2012). On the value of aiming high: The causes and consequences of ambition. Journal of Applied Psychology, 97(4), 758–775.
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If emotions are universal, morality would be objective since everyone would feel a similar way about what is good and bad. Beauty, also, would no longer be in the eye of the beholder, since beautiful things would elicit similar reactions universally. If, conversely, human emotions are purely dependent on one’s cultural group, then ethics and aesthetics are relative and subjective. This episode discusses what is so often the direct output of emotions: facial expressions. What has science discovered in this area? Part 2 of a 2-part series.
https://www.insightfulthinkersmedia.com/
References:
Griffiths, P. E. (2003). Emotions. In S. P. Stich & T. A. Warfield (Eds.), The Blackwell guide to philosophy of mind (pp. 256–309). Blackwell.
Hwang, H., & Matsumoto, D. (2016). In M. K. Mandal & A. Awasthi (Eds.), Understanding facial expressions in communication (pp. 19–57). Springer.
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If emotions are universal, morality would be objective since everyone would feel a similar way about what is good and bad. Beauty, also, would no longer be in the eye of the beholder, since beautiful things would elicit similar reactions universally. If, conversely, human emotions are purely dependent on one’s cultural group, then ethics and aesthetics are relative and subjective. This episode discusses what is so often the direct output of emotions: facial expressions. Where did research into this area begin? Part 1 of a 2-part series.
https://www.insightfulthinkersmedia.com/
References:
Griffiths, P. E. (2003). Emotions. In S. P. Stich & T. A. Warfield (Eds.), The Blackwell guide to philosophy of mind (pp. 256–309). Blackwell.
Hwang, H., & Matsumoto, D. (2016). In M. K. Mandal & A. Awasthi (Eds.), Understanding facial expressions in communication (pp. 19–57). Springer
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In the early to mid 1900s, behaviorism dominated psychology in the United States. Seeking to make psychology more scientific and objective, behaviorists sought to study only observable behaviors, completely ignoring the mind’s role in generating these behaviors. However, with the dawn of the cognitive revolution in the 1950s, it soon became clear that the mind not only can, but must, be considered in the study of psychology.
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References:
Gardner, H. (1998). The mind's new science: a history of the cognitive revolution. Basic Books.
Greenwood. (2015). A Conceptual History of Psychology. Cambridge University Press.
Mazur, J. E. (2017). Learning and behavior. Routledge, Taylor & Francis Group.
Miller, G. A. (2003). The cognitive revolution: a historical perspective. Trends in Cognitive Sciences, 7(3), 141–144.
Mischel, W. (2020). Psychology. Encyclopedia Britannica.
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Joseph Goebbels, the propaganda minister of Nazi Germany, once said, “With sufficient repetition and a psychological understanding of the people concerned, it would not be impossible to prove that a square is, in fact, a circle." Noam Chomsky argues that propaganda like this is, by no means, unique to Nazi Germany. This episode discusses Chomsky’s perspective on the use of propaganda in the U.S. media.
https://www.insightfulthinkersmedia.com/
References:
Barsamian, D., & Chomsky, N. (2015). Propaganda and the public mind conversations with Noam Chonsky. Pluto Press.
Benkler, Y., Faris, R., & Roberts, H. (2018). Network propaganda: manipulation, disinformation, and radicalization in American politics. Oxford University Press.
Chomsky, N. (2006). Media control: the spectacular achievements of propaganda. Seven Stories Press.
Mullen, A., & Klaehn, J. (2010). The Herman-Chomsky Propaganda Model: A Critical Approach to Analysing Mass Media Behaviour. Sociology Compass, 4(4), 215–229.
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We often hear talk about the “Dark Ages.” However, it is a misconception that a thousand-year period of stagnation and obscurity ever existed. Where did the term originate and how did it come to infiltrate the global vernacular?
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References:
Captivating History (2019). The Misconception of the Dark Ages. In The Dark Ages: A Captivating Guide to the Period Between the Fall of the Roman Empire and the Renaissance.
Falk, S. (2020). Prologue: The Mystery Manuscript. In The Light Ages: The Surprising Story of Medieval Science. New York, NY : W.W. Norton & Company.
Mommsen, T.E. (1942). Petrarch’s Conception of the 'Dark Ages.' Speculum, 17(2). 226-242.
Nelson, J.L. (2007). The Dark Ages. History Workshop Journal, 63, 191-201.
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It is difficult to understand how other species perceive the world since we humans see the world in our own way. Though we may never fully grasp how other species perceive the world, we can gain insights from scientific research. What does research tell us about how dolphins "see" things?
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References:
Kremers, D., Célérier, A., Schaal, B., Campagna, S., Trabalon, M., Böye, M., . . . Lemasson, A. (2016). Sensory Perception in Cetaceans: Part I—Current Knowledge about Dolphin Senses as a Representative Species. Frontiers in Ecology and Evolution, 4.
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In 1896, the two most influential thinkers in the field of developmental psychology were born. Seeking to understand the development of the human mind, both Jean Piaget and Lev Vygotsky revolutionized the field despite their opposing views surrounding a key question: To what extent do social factors play a role in the development of the mind?
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References:
Burner, J. (1997). Celebrating Divergence: Piaget and Vygotsky. Human Development, 40(2), 63–73.
Derry, J. (2013). Vygotsky and Piaget: A case of different Philosophies. In Vygotsky, philosophy, and education (pp. 68–84). Wiley Blackwell.
DeVries, R. (2000). Vygotsky, Piaget, and Education: a reciprocal assimilation of theories and educational practices. New Ideas in Psychology, 18(2-3), 187–213.
Lilienfeld, S. O., Lynn, S. J., Namy, L. L., & Woolf, N. J. (2011). Human Development. In Psychology: from inquiry to understanding (2nd ed., pp. 358–403). Pearson.
Lourenço, O. (2012). Piaget and Vygotsky: Many resemblances, and a crucial difference. New Ideas in Psychology, 30(3), 281–295.
Semmar, Y., & Al-Thani, T. (2015). Piagetian and Vygotskian Approaches to Cognitive Development in the Kindergarten Classroom. Journal of Educational and Developmental Psychology, 5(2).
Tenzer, A. (1990). Vygotsky and Piaget. Contemporary Psychoanalysis, 26(1), 46–52.
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Progressivism, a belief in new ideas, modern methods and change, arises in educational contexts when there is a discrepancy between the existing educational system and the perceived needs of the system. At this point, ideas begin to emerge to move education forward. What are these ides, who had them, and how have they been applied to educational practices?
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References:
Darling, J., Nordenbo, S. E. (2010). Progressivism. In N. Blake, P. Smeyers, R. Smith, P. Standish (Eds.), The Blackwell Guide to the Philosophy of Education (pp. 288–308). Blackwell.
Thomas, G. (2021). Education: A Very Short Introduction. Oxford University Press.
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Anatomically, humans have been the same for hundreds of thousands of years. Recent advances, then, are not due to biological changes in our species, but rather to cultural changes. The introduction of schooling is one of the cultural changes that played a role in these advances. For the first time, we were able to learn systematically and to facilitate transmission of knowledge to future generations of learners.
https://www.insightfulthinkersmedia.com/
References:
Thomas, G. (2021). Education: A Very Short Introduction. Oxford University Press.
Naka, A. (2021). Education. Encyclopedia Britannica.
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Humans have been experimenting with organisms since the agricultural revolution. Now, for the first time ever, we have created biological machines. These organisms, known as “xenobots,” are brand-new life forms: The world’s first programmable living organisms.
https://www.insightfulthinkersmedia.com/
References:
Coghlan, S., & Leins, K. (2020). “Living Robots”: Ethical Questions About Xenobots. The American Journal of Bioethics, 20(5).
Kriegman, S., Blackiston, D., Levin, M., & Bongard, J. (2020). A scalable pipeline for designing reconfigurable organisms. Proceedings of the National Academy of Sciences, 117(4), 1853–1859.
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In 1791, Haiti had was one of the most ruthless slave societies in the New World. By 1793, the slave system on the island was destroyed, and the black population were free. How did this happen?
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References:
Popkin, Jeremy (2012). Concise History of the Haitian Revolution. Malden, MA: Wiley-Blackwell.
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Discussions on the origins of the French Revolution often mention the role of the Enlightenment. The French Revolution was centered around Enlightenment principles, but can a direct causal link from the Enlightenment to the French Revolution be drawn? Maybe not.
https://www.insightfulthinkersmedia.com/
References:
Andress, D. (Ed.). (2015). The Oxford handbook of the French Revolution. New York: Oxford University Press.
Censer, J. R. (2018). Intellectual history and the causes of the french revolution. Journal of Social History, 52(3), 545-554.
Porter, R. S. (1995). The enlightenment. London: MacMillan.
Stromberg, R. N. (1988). The philosophes and the French revolution: Reflections on some recent research. The History Teacher, 21(3), 321.
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For all of human history before 1800, there was no upward trend in income per person. The Industrial Revolution created sustained economic growth for the first time, birthing the modern world. This episode discusses why the Industrial Revolution happened, why it happened in Britain and how it spread throughout the world.
https://www.insightfulthinkersmedia.com/
Related Reading:
Allen, R. C. (2020). The Industrial Revolution. In Global economic history a very short introduction (pp. 27-40). New York: Oxford.
Clark, G. (2014). The industrial revolution. Handbook of Economic Growth, 217-262. doi:10.1016/b978-0-444-53538-2.00005-8
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Until around 12,000 years ago, humans lived as hunter-gatherers. With the domestication of plants and animals, however, new dimensions for cultural evolution suddenly became possible. But why did our ancestors take up farming after thousands of years of successful hunting and gathering? This episode discusses the causes and effects of the agricultural revolution.
https://www.insightfulthinkersmedia.com/
Related Reading:
Barker, G. (2009). The agricultural revolution in prehistory: Why did foragers become farmers? Oxford Univ. Press
Diamond, J. M. (2017). Guns, germs, and steel: The fates of human societies. New York: W.W. Norton & Company
Svizzero, S., Tisdell, C. A. (2014). The Neolithic Revolution and Human Societies: Diverse Origins and Development Paths. Working papers on economics, ecology and the environment, Issue 19.
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Napoleon once said, "China is a sleeping giant. Let her lie and sleep, for when she awakens she will astonish the world." A couple hundred years later, the giant is finally awake. This episode discusses China's failing economy under Mao prior to 1979 and the factors contributing to the country's rise in the last four decades.
Related reading: Morrison, W. M. (2019). China’s economic rise: History, trends, challenges, and implications for the United States; Hu, Z., & Khan, M. S. (1997). Why is China Growing So Fast? International Monetary Fund.
https://www.insightfulthinkersmedia.com/
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Lord Acton said, "Power tends to corrupt and absolute power corrupts absolutely.” But is this really the case? This episode discusses the difficulties in proving that power corrupts, the scientific studies and philosophical examinations of the issue, and indicators for corruption by power.
Related reading: Blaug, R. (2010). How power corrupts: Cognition and democracy in institutions. New York: Palgrave Macmillan.
https://www.insightfulthinkersmedia.com/
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A thematic analysis of Greta Gerwig's 2019 film, "Little Women." This film illustrates the challenges women face while navigating a society that makes them feel "little." Since, for the 19th century woman, marriage is deemed more important than committing to talents and interests, it becomes difficult for women not to allow societal expectations and stereotypes to limit their dreams. Women are sometimes forced to live despite their nature to survive in a world where they are not meant to live doing what they desire. So often, and contrary to society's view, what women desire is not only love or only any other singular thing. Gerwig makes the point that women are multifaceted and have complex interests and desires, far from being unidimensional with a desire only for marriage. These complex desires and interests manifest uniquely in every woman. Therefore, rather than neglecting these unique experiences, their stories should be told. Sometimes, it is by giving credence to these stories in writing and in art, that their importance is conferred, making them not-so-little anymore.
Part 2 of a 2-part series.
https://www.insightfulthinkersmedia.com/
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A thematic analysis of Greta Gerwig's 2019 film, "Little Women." This film illustrates the challenges women face while navigating a society that makes them feel "little." Since, for the 19th century woman, marriage is deemed more important than committing to talents and interests, it becomes difficult for women not to allow societal expectations and stereotypes to limit their dreams. Women are sometimes forced to live despite their nature to survive in a world where they are not meant to live doing what they desire. So often, and contrary to society's view, what women desire is not only love or only any other singular thing. Gerwig makes the point that women are multifaceted and have complex interests and desires, far from being unidimensional with a desire only for marriage. These complex desires and interests manifest uniquely in every woman. Therefore, rather than neglecting these unique experiences, their stories should be told. Sometimes, it is by giving credence to these stories in writing and in art, that their importance is conferred, making them not-so-little anymore.
Part 1 of a 2-part series.
https://www.insightfulthinkersmedia.com/
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