For the authors in this book, there can be no valid excuses for ignorance in any aspect of education as theory/practice. That is: - If we come to learn that all educational problems involve knowledge of complex systems and processes, then quick, simple solutions should not be an educator’s first or only expedient option.
Winner of the Wolf Prize for his contribution to our understanding of the universe, Penrose takes on the question of whether artificial intelligence will ever approach the intricacy of the human mind. 144 illustrations.
Ming Da is only nine years old when he becomes the emperor of China, and his three advisors take advantage of him by stealing his stores of rice, gold, and precious stones. But Ming Da has a plan. With the help of his tailors, he comes up with a clever idea to outsmart his devious advisors: He asks his tailors to make “magical” new clothes for him. Anyone who is honest, the young emperor explains, will see the clothes’ true splendor, but anyone who is dishonest will see only burlap sacks. The emperor dons a burlap sack, and the ministers can’t help but fall for his cunning trick.
For many decades, the proponents of `artificial intelligence' have maintained that computers will soon be able to do everything that a human can do. In his bestselling work of popular science, Sir Roger Penrose takes us on a fascinating tour through the basic principles of physics, cosmology, mathematics, and philosophy to show that human thinking can never be emulated by a machine. Oxford Landmark Science books are 'must-read' classics of modern science writing which have crystallized big ideas, and shaped the way we think.
Presents the author's thesis that consciousness, in its manifestation in the human quality of understanding, is doing something that mere computation cannot; and attempts to understand how such non-computational action might arise within scientifically comprehensive physical laws.
In this innovative book, four prominent philosophers of education introduce readers to the central debates about the role of gender in educational practice, policymaking, and theory. More a record of a continuing conversation than a statement of a fixed point of view, The Gender Question in Education enables students and practicing teachers to think through to their own conclusions and to add their own voices to the conversation.Throughout, the authors emphasize the value of a gender-sensitive perspective on educational issues and the relevance of an ethics of care for educational practice. Among the topics discussed are feminist pedagogy, gender freedom in public education, androgyny, sex education, multiculturalism, the inclusive curriculum, and the educational significance of an ethics of care.The multiauthor, dialogic structure of this book provides unusual breadth and cohesiveness as well as a forum for the exchange of ideas, making it both an ideal introduction to gender analysis in education and a model for more advanced students of gender issues.
How computer graphics transformed the computer from a calculating machine into an interactive medium, as seen through the histories of five technical objects. Most of us think of computer graphics as a relatively recent invention, enabling the spectacular visual effects and lifelike simulations we see in current films, television shows, and digital games. In fact, computer graphics have been around as long as the modern computer itself, and played a fundamental role in the development of our contemporary culture of computing. In Image Objects, Jacob Gaboury offers a prehistory of computer graphics through an examination of five technical objects--an algorithm, an interface, an object standard, a programming paradigm, and a hardware platform--arguing that computer graphics transformed the computer from a calculating machine into an interactive medium. Gaboury explores early efforts to produce an algorithmic solution for the calculation of object visibility; considers the history of the computer screen and the random-access memory that first made interactive images possible; examines the standardization of graphical objects through the Utah teapot, the most famous graphical model in the history of the field; reviews the graphical origins of the object-oriented programming paradigm; and, finally, considers the development of the graphics processing unit as the catalyst that enabled an explosion in graphical computing at the end of the twentieth century. The development of computer graphics, Gaboury argues, signals a change not only in the way we make images but also in the way we mediate our world through the computer--and how we have come to reimagine that world as computational.