This work presents a series of dramatic discoveries never before made public. Starting from a collection of simple computer experiments---illustrated in the book by striking computer graphics---Wolfram shows how their unexpected results force a whole new way of looking at the operation of our universe. Wolfram uses his approach to tackle a remarkable array of fundamental problems in science: from the origin of the Second Law of thermodynamics, to the development of complexity in biology, the computational limitations of mathematics, the possibility of a truly fundamental theory of physics, and the interplay between free will and determinism.
A bestseller--more than 300,000 copies sold, translated into seventeen languages, and featured in the Los Angeles Times, Washington Post, Miami Herald, Harvard Business Review, Fast Company, and Fortune; Shows how discoveries in quantum physics, biology, and chaos theory enable us to deal successfully with change and uncertainty in our organizations and our lives; Includes a new chapter on how the new sciences can help us understand and cope with some of the major social challenges of our timesWe live in a time of chaos, rich in potential for new possibilities. A new world is being born. We need new ideas, new ways of seeing, and new relationships to help us now. New science--the new discoveries in biology, chaos theory, and quantum physics that are changing our understanding of how the world works--offers this guidance. It describes a world where chaos is natural, where order exists ''for free.'' It displays the intricate webs of cooperation that connect us. It assures us that life seeks order, but uses messes to get there.Leadership and the New Science is the bestselling, most acclaimed, and most influential guide to applying the new science to organizations and management. In it, Wheatley describes how the new science radically alters our understanding of the world, and how it can teach us to live and work well together in these chaotic times. It will teach you how to move with greater certainty and easier grace into the new forms of organizations and communities that are taking shape.
Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field. A Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, be careful consumers of scientific and technical information, and enter the careers of their choice. A Framework for K-12 Science Education is the first step in a process that can inform state-level decisions and achieve a research-grounded basis for improving science instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments.
2018 Outstanding Academic Title, Choice Ambitious Science Teaching outlines a powerful framework for science teaching to ensure that instruction is rigorous and equitable for students from all backgrounds. The practices presented in the book are being used in schools and districts that seek to improve science teaching at scale, and a wide range of science subjects and grade levels are represented. The book is organized around four sets of core teaching practices: planning for engagement with big ideas; eliciting student thinking; supporting changes in students’ thinking; and drawing together evidence-based explanations. Discussion of each practice includes tools and routines that teachers can use to support students’ participation, transcripts of actual student-teacher dialogue and descriptions of teachers’ thinking as it unfolds, and examples of student work. The book also provides explicit guidance for “opportunity to learn” strategies that can help scaffold the participation of diverse students. Since the success of these practices depends so heavily on discourse among students, Ambitious Science Teaching includes chapters on productive classroom talk. Science-specific skills such as modeling and scientific argument are also covered. Drawing on the emerging research on core teaching practices and their extensive work with preservice and in-service teachers, Ambitious Science Teaching presents a coherent and aligned set of resources for educators striving to meet the considerable challenges that have been set for them.
In New Science, New World Denise Albanese examines the discursive interconnections between two practices that emerged in the seventeenth century--modern science and colonialism. Drawing on the discourse analysis of Foucault, the ideology-critique of Marxist cultural studies, and de Certeau's assertion that the modern world produces itself through alterity, she argues that the beginnings of colonialism are intertwined in complex fashion with the ways in which the literary became the exotic "other" and undervalued opposite of the scientific. Albanese reads the inaugurators of the scientific revolution against the canonical authors of early modern literature, discussing Galileo's Dialogue on the Two Chief World Systems and Bacon's New Atlantis as well as Milton's Paradise Lost and Shakespeare's The Tempest. She examines how the newness or "novelty" of investigating nature is expressed through representations of the New World, including the native, the feminine, the body, and the heavens. "New" is therefore shown to be a double sign, referring both to the excitement associated with a knowledge oriented away from past practices, and to the oppression and domination typical of the colonialist enterprise. Exploring the connections between the New World and the New Science, and the simultaneously emerging patterns of thought and forms of writing characteristic of modernity, Albanese insists that science is at its inception a form of power-knowledge, and that the modern and postmodern division of "Two Cultures," the literary and the scientific, has its antecedents in the early modern world. New Science, New World makes an important contribution to feminist, new historicist, and cultural materialist debates about the extent to which the culture of seventeenth-century England is proto-modern. It will offer scholars and students from a wide range of fields a new critical model for historical practice.
We live in times of increasing public distrust of the main institutions of modern society. Experts, including scientists, are suspected of working to hidden agendas or serving vested interests. The solution is usually seen as more public scrutiny and more control by democratic institutions – experts must be subservient to social and political life. In this book, Harry Collins and Robert Evans take a radically different view. They argue that, rather than democracies needing to be protected from science, democratic societies need to learn how to value science in this new age of uncertainty. By emphasizing that science is a moral enterprise, guided by values that should matter to all, they show how science can support democracy without destroying it and propose a new institution – The Owls – that can mediate between science and society and improve technological decision-making for the benefit of all.
Are mathematical equations the best way to model nature? For many years it had been assumed that they were. But in the early 1980s, Stephen Wolfram made the radical proposal that one should instead build models that are based directly on simple computer programs. Wolfram made a detailed study of a class of such models known as cellular automata, and discovered a remarkable fact: that even when the underlying rules are very simple, the behaviour they produce can be highly complex, and can mimic many features of what we see in nature. And based on this result, Wolfram began a program of research to develop what he called A Science of Complexity."The results of Wolfram's work found many applications, from the so-called Wolfram Classification central to fields such as artificial life, to new ideas about cryptography and fluid dynamics. This book is a collection of Wolfram's original papers on cellular automata and complexity. Some of these papers are widely known in the scientific community others have never been published before. Together, the papers provide a highly readable account of what has become a major new field of science, with important implications for physics, biology, economics, computer science and many other areas.
One of the pathways by which the scientific community confirms the validity of a new scientific discovery is by repeating the research that produced it. When a scientific effort fails to independently confirm the computations or results of a previous study, some fear that it may be a symptom of a lack of rigor in science, while others argue that such an observed inconsistency can be an important precursor to new discovery. Concerns about reproducibility and replicability have been expressed in both scientific and popular media. As these concerns came to light, Congress requested that the National Academies of Sciences, Engineering, and Medicine conduct a study to assess the extent of issues related to reproducibility and replicability and to offer recommendations for improving rigor and transparency in scientific research. Reproducibility and Replicability in Science defines reproducibility and replicability and examines the factors that may lead to non-reproducibility and non-replicability in research. Unlike the typical expectation of reproducibility between two computations, expectations about replicability are more nuanced, and in some cases a lack of replicability can aid the process of scientific discovery. This report provides recommendations to researchers, academic institutions, journals, and funders on steps they can take to improve reproducibility and replicability in science.
The Wolfram Physics Project is a bold effort to find the fundamental theory of physics. It combines new ideas with the latest research in physics, mathematics and computation in the push to achieve this ultimate goal of science. Written with Stephen Wolfram's characteristic expository flair, this book provides a unique opportunity to learn about a historic initiative in science right as it is happening. A Project to Find the Fundamental Theory of Physics includes an accessible introduction to the project as well as core technical exposition and rich, never-before-seen visualizations.
What types of instructional experiences help K-8 students learn science with understanding? What do science educators, teachers, teacher leaders, science specialists, professional development staff, curriculum designers, and school administrators need to know to create and support such experiences? Ready, Set, Science! guides the way with an account of the groundbreaking and comprehensive synthesis of research into teaching and learning science in kindergarten through eighth grade. Based on the recently released National Research Council report Taking Science to School: Learning and Teaching Science in Grades K-8, this book summarizes a rich body of findings from the learning sciences and builds detailed cases of science educators at work to make the implications of research clear, accessible, and stimulating for a broad range of science educators. Ready, Set, Science! is filled with classroom case studies that bring to life the research findings and help readers to replicate success. Most of these stories are based on real classroom experiences that illustrate the complexities that teachers grapple with every day. They show how teachers work to select and design rigorous and engaging instructional tasks, manage classrooms, orchestrate productive discussions with culturally and linguistically diverse groups of students, and help students make their thinking visible using a variety of representational tools. This book will be an essential resource for science education practitioners and contains information that will be extremely useful to everyone �including parents �directly or indirectly involved in the teaching of science.
