Discussion of the aim of education is a function of the philosophy of education or 'educational theory'.
Mind—body problem The mind—body problem concerns the explanation of the relationship that exists between mindsor mental processesand bodily states or processes. Our perceptual experiences depend on stimuli that arrive at our various sensory organs from the external world, and these stimuli cause changes in our mental states, ultimately causing us to feel a sensation, which may be pleasant or unpleasant.
Someone's desire for a slice of pizza, for example, will tend to cause that person to move his or her body in a specific manner and in a specific direction to obtain what he or she wants. The question, then, is how it can be possible for conscious experiences to arise out of a lump of gray matter endowed with nothing but electrochemical properties.
It begins with the claim that mental phenomena are, in some respects, non- physical.
In Western Philosophythe earliest discussions of dualist ideas are in the writings of Plato who maintained that humans' "intelligence" a faculty of the mind or soul could not be identified with, or explained in terms of, their physical body. He was therefore the first to formulate the mind—body problem in the form in which it still exists today.
If asked what the mind is, the average person would usually respond by identifying it with their selftheir personality, their soulor some other such entity.
They would almost certainly deny that the mind simply is the brain, or vice versa, finding the idea that there is just one ontological entity at play to be too mechanistic, or simply unintelligible. So, for example, one can reasonably ask what a burnt finger feels like, or what a blue sky looks like, or what nice music sounds like to a person.
But it is meaningless, or at least odd, to ask what a surge in the uptake of glutamate in the dorsolateral portion of the prefrontal cortex feels like. Philosophers of mind call the subjective aspects of mental events " qualia " or "raw feels".
There are qualia involved in these mental events that seem particularly difficult to reduce to anything physical.
David Chalmers explains this argument by stating that we could conceivably know all the objective information about something, such as the brain states and wavelengths of light involved with seeing the color red, but still not know something fundamental about the situation — what it is like to see the color red.
Dualism must therefore explain how consciousness affects physical reality. One possible explanation is that of a miracle, proposed by Arnold Geulincx and Nicolas Malebranchewhere all mind—body interactions require the direct intervention of God.
Another possible argument that has been proposed by C. Lewis  is the Argument from Reason: Knowledge, however, is apprehended by reasoning from ground to consequent. Therefore, if monism is correct, there would be no way of knowing this—or anything else—we could not even suppose it, except by a fluke.
The zombie argument is based on a thought experiment proposed by Todd Moody, and developed by David Chalmers in his book The Conscious Mind. The basic idea is that one can imagine one's body, and therefore conceive the existence of one's body, without any conscious states being associated with this body.
Chalmers' argument is that it seems possible that such a being could exist because all that is needed is that all and only the things that the physical sciences describe about a zombie must be true of it.Dear Twitpic Community - thank you for all the wonderful photos you have taken over the years.
We have now placed Twitpic in an archived state. This is the power of mind mapping: plotting out a framework on which to hang your thoughts.
Just like the power of tidying and decluttering your house, mind mapping feels incredibly satisfying and freeing. Habits of the Creative Mind [Richard E. Miller, Ann Jurecic] on plombier-nemours.com *FREE* shipping on qualifying offers.
Habits of the Creative Mind is not another textbook. Instead, Habits of the Creative Mind is a series of guideposts taking your students off the beaten path of five paragraph essays and rote responses.
Portable and flexibly arranged. Being able to use a habit of mind also requires a type of thinking where others nor any outside force constrains any ideas or solutions.
This by definition is a habit of mind. The characteristics of a good philosopher are someone who possesses the qualities to use their habits of mind and be able to think on a higher level than most do. Habits of mind is a learning framework that has been praised as being the next step in learning, its unique technique allows students to learn at their own pace as well as enjoying the stress free atmosphere that occurs when studying.
I couldn't agree more—we need to actively teach students out of using the five-paragraph essay, which is little more than an organizational framework.