Redefining Reality - The Intellectual Implications of Modern Science

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Table of Contents INTRODUCTION Professor Biography ............................................................................i Course Scope .....................................................................................1 LECTURE GUIDES LECTURE 1 Metaphysics and the Nature of Science .............................................5 LECTURE 2 ................................................................................12 LECTURE 3 Mathematics in Crisis .......................................................................19 LECTURE 4 ..............................................................................26 LECTURE 5 .............................................................................33 LECTURE 6 ........................................................................40 LECTURE 7 ........................................................................47 LECTURE 8 Quantum Mechanics.........................................................................54 LECTURE 9 ......................................................................61 LECTURE 10 Chaos Theory ...................................................................................68 ii
Table of Contents LECTURE 11 Dark Matter and Dark Energy ...........................................................75 LECTURE 12 ....................................................................82 LECTURE 13 Quantum Consciousness .................................................................89 LECTURE 14 ................................................96 LECTURE 15 Genes and Identity .........................................................................103 LECTURE 16 ..................................................................110 LECTURE 17 ..............................................................117 LECTURE 18 ..........................................................125 LECTURE 19 The Caring Brain ............................................................................132 LECTURE 20 .................................................................................139 LECTURE 21 ................................................................146 LECTURE 22 ....................................................................153 LECTURE 23 Competition and Cooperation .........................................................160 iii
Page 1 and 2: Topic Philosophy & Intellectual His
Page 3: Steven Gimbel, Ph.D. Professor of P
Page 7 and 8: Table of Contents SUPPLEMENTAL MATE
Page 9 and 10: : I and technological a
Page 11 and 12: This question allows us to turn fro
Page 13 and 14: The study of reality is what philos
Page 15 and 16: Semmelweis noticed that the inciden
Page 17 and 18: ut sometimes, even after checking t
Page 19 and 20: . The Matrix. We don’t believe
Page 21 and 22: Wisdom comes from rejecting the imp
Page 23 and 24: Thus, Aristotle’s prime mover, th
Page 25 and 26: Aristotle had said that an object
Page 27 and 28: For centuries, mathematics was cons
Page 29 and 30: th century, the Russian mathematici
Page 31 and 32: had turned their attention to logic
Page 33 and 34: Abbott, . Bell, Men of Mathematics.
Page 35 and 36: Scientists thought that the physica
Page 37 and 38: H. A. Lorentz had found, when you a
Page 39 and 40: Thinkers as far back as Gottfried L
Page 41 and 42: E grounds. First, the prin
Page 43 and 44: If you woke up tomorrow in a small
Page 45 and 46: speed up going in and slow down com
Page 47 and 48: Is it true that a difference that m
Page 49 and 50: Einstein thought, there would be lo
Page 51 and 52: Scientists largely hated this idea,
Page 53 and 54: If Gamow and Alpher’s work was ri
Page 55 and 56:
Although physicists at the end of t
Page 57 and 58:
In the 19 th century, there was the
Page 59 and 60:
In 1873, James Clerk Maxwell publis
Page 61 and 62:
The idea of a large central mass at
Page 63 and 64:
We know, however, that for a given
Page 65 and 66:
whether light is a particle or a wa
Page 67 and 68:
is a particle, then the slits would
Page 69 and 70:
One of the early results of quantum
Page 71 and 72:
eams, we also knew that there were
Page 73 and 74:
The hadrons are made up of quarks,
Page 75 and 76:
As the meaning of the physics began
Page 77 and 78:
The demon is a being with a super-i
Page 79 and 80:
ignoring certain elements, we can c
Page 81 and 82:
One of the simplest fractal pattern
Page 83 and 84:
Earlier, we talked about Thomas Kuh
Page 85 and 86:
so greatly separated that no proces
Page 87 and 88:
een able to form in that environmen
Page 89 and 90:
Nicolson, . Panek, . Our theories
Page 91 and 92:
Similarly, James Clerk Maxwell, in
Page 93 and 94:
But as we move away from the pole,
Page 95 and 96:
Great press has been given to a pot
Page 97 and 98:
Some people take the idea of a theo
Page 99 and 100:
see from CAT scans that when someon
Page 101 and 102:
Because we are just atoms, we, too,
Page 103 and 104:
Would the randomness of quantum mec
Page 105 and 106:
Aristotle thought that this world i
Page 107 and 108:
If you select strange enough traits
Page 109 and 110:
Although this aspect of the theory
Page 111 and 112:
Darwin posited that children look l
Page 113 and 114:
The key to understanding how we pas
Page 115 and 116:
This picture of illness is quite di
Page 117 and 118:
How much of who we are is determine
Page 119 and 120:
inferred that the function of that
Page 121 and 122:
a byproduct of mental illness, Freu
Page 123 and 124:
With the genetic approach, we are w
Page 125 and 126:
After Freud, psychology developed i
Page 127 and 128:
experiences that are not our own, t
Page 129 and 130:
Behaviorism was an attempt to make
Page 131 and 132:
Psychology, which had begun as a se
Page 133 and 134:
I th century, psychology had the lu
Page 135 and 136:
part, in the group. To understand t
Page 137 and 138:
acting in ways that showed a lack o
Page 139 and 140:
has learned from the so-called barb
Page 141 and 142:
led him to begin one of the most fa
Page 143 and 144:
ules. We are now adult in our ethic
Page 145 and 146:
In a contract-based relationship, y
Page 147 and 148:
The study of psychology changed for
Page 149 and 150:
Instead, we are a part of the world
Page 151 and 152:
But it turns out that exposure to c
Page 153 and 154:
Glickstein, . Lynch, . mean we
Page 155 and 156:
But evolutionary psychologists Leda
Page 157 and 158:
suited to solving these problems an
Page 159 and 160:
As such, when we look at the innate
Page 161 and 162:
In looking at reality, we can exami
Page 163 and 164:
We see this also in the writings of
Page 165 and 166:
one universal is crime. Crime is no
Page 167 and 168:
To avoid such situations of anomie
Page 169 and 170:
Historians create narratives that e
Page 171 and 172:
Society is composed of individuals
Page 173 and 174:
© Digital Vision/Thinkstock.
Page 175 and 176:
The concept of race has long been a
Page 177 and 178:
there are different combinations am
Page 179 and 180:
Perhaps race is what Durkheim calle
Page 181 and 182:
Gould, . Hernnstein and Murray, . K
Page 183 and 184:
Slavery, for example, was a necessa
Page 185 and 186:
Parsons’s picture is not the Marx
Page 187 and 188:
In defeat, the smaller neighbors wo
Page 189 and 190:
Economics became a science with the
Page 191 and 192:
self-interest. Second, the large-sc
Page 193 and 194:
Under the classical model, this sho
Page 195 and 196:
How do we account for these effects
Page 197 and 198:
If the star is large enough, when i
Page 199 and 200:
© amenic181/iStock/Thinkstock.
Page 201 and 202:
What environment on Earth could pro
Page 203 and 204:
The possibility of life on other pl
Page 205 and 206:
Our newfound alien interlocutors te
Page 207 and 208:
Perhaps the best evidence for extra
Page 209 and 210:
Mayor and Frei, . Morrison, Billing
Page 211 and 212:
It has long been argued, however, t
Page 213 and 214:
But the idea of using the body’s
Page 215 and 216:
Although that seems worrisome, it i
Page 217 and 218:
I equally much for how w
Page 219 and 220:
The use of one’s DNA in creating
Page 221 and 222:
With cytoplasmic transfer, the nucl
Page 223 and 224:
Macintosh, . Given that multiple
Page 225 and 226:
we could begin with the desired por
Page 227 and 228:
The second step is trickier. Here,
Page 229 and 230:
Aside from medical uses, we can alt
Page 231 and 232:
We can now use medical technology t
Page 233 and 234:
The problem here is that sometimes
Page 235 and 236:
of disease and disorder. In America
Page 237 and 238:
performance-enhancing drugs? We see
Page 239 and 240:
Advances have led to hand-shaped ap
Page 241 and 242:
Warwick then went a step further. H
Page 243 and 244:
Scientists at MIT have taken DNA fr
Page 245 and 246:
Computers can do many things, but c
Page 247 and 248:
possible right answers. The machine
Page 249 and 250:
player having a king and a pawn and
Page 251 and 252:
If intelligence or sentience is an
Page 253 and 254:
enable us to become a global villag
Page 255 and 256:
engineers used their technological
Page 257 and 258:
Another intriguing development on t
Page 259 and 260:
In these lectures, we’ve seen tha
Page 261 and 262:
leave messages or comments, and whe
Page 263 and 264:
This ability of mothers doesn’t m
Page 265 and 266:
But Einstein showed us that the rea
Page 267 and 268:
Barabasi, Albert-Laszlo. Linked: Th
Page 269 and 270:
———. The Descent of Man: and
Page 271 and 272:
Gilligan, Carol. . Cambridg
Page 273 and 274:
Kramer, Peter. . New York: Viking
Page 275 and 276:
eings that we are willing to act in
Page 277 and 278:
Rothman, Sheila M. Medical Enhance
Page 279 and 280:
———. . London: Century, 2002.
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Redefining Reality - The Intellectual Implications of Modern Science

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