How Brains Make Minds

Brain-Mind ◽  
2019 ◽  
pp. 18-49
Author(s):  
Paul Thagard
Keyword(s):  
Neural Networks ◽  
Mental Representations ◽  
Sensory Experience ◽  
Parallel Process ◽  
Neural Cells ◽  
Multiple Constraints ◽  
The World ◽  
Sensory Motor ◽  
High Level ◽  
High Level Thinking

Brains make minds because mental representations and processes are performed by neural mechanisms. Mental representations work by patterns of firing in neural groups. More complicated representations that go beyond sensory experience can be formed by binding representations together, combining patterns of firing into new ones. In particular, binding can produce semantic pointers that coalesce and compress different kinds of information, including sensory, motor, emotional and verbal information. Semantic pointers retain connections to sensory and motor experience while also acquiring the autonomy that is usually attributed to symbols. Eliasmith’s semantic pointer hypothesis shows how neural cells can interact to produce high-level thinking. Different representations compete with each other to provide accounts of what is going on in the world through a parallel process of satisfaction of multiple constraints. Neural networks can learn by changing the synaptic connections between neurons.

Mental Mechanisms

Mind-Society ◽  
2019 ◽  
pp. 22-47
Author(s):  
Paul Thagard
Keyword(s):  
Cognitive Appraisal ◽  
Mental Representations ◽  
Special Kind ◽  
Neural Mechanisms ◽  
Emotional Information ◽  
Sensory Inputs ◽  
The World ◽  
Sensory Motor ◽  
Human Thinking ◽  
High Level

Psychological explanations based on representations and procedures can be deepened by showing how they emerge from neural mechanisms. Neurons represent aspects of the world by collective patterns of firing. These patterns can be bound into more complicated patterns that can transcend the limitations of sensory inputs. Semantic pointers are a special kind of representation that operates by binding neural patterns encompassing sensory, motor, verbal, and emotional information. The semantic pointer theory applies not only to the ordinary operations of mental representations like concepts and rules but also to the most high-level kinds of human thinking, including language, creativity, and consciousness. Semantic pointers also encompass emotions, construed as bindings that combine cognitive appraisal with physiological perception.

scholarly journals Kemampuan global dan tradisi berpikir tingkat tinggi dalam Islam

2021 ◽  
Vol 10 (2) ◽  
pp. 201
Author(s):  
Abuddin Nata
Keyword(s):  
Golden Age ◽  
Industrial Revolution ◽  
Thinking Skills ◽  
High Order ◽  
Global Competencies ◽  
Islamic Tradition ◽  
The World ◽  
High Level ◽  
High Order Thinking ◽  
High Level Thinking

<p class="15bIsiAbstractBInggris"><em>Entering the era of globalization, millennials, and the industrial revolution 4.0 which is full of challenges and very competitive competition, everyone must not only have global competencies (global abilities) but also must have high order thinking abilities (high-level thinking skills). In order not to be alienated and marginalized, Muslims as the majority of Indonesia's population, and the second-largest population in the world, inevitably have to have global capabilities and high-level thinking. This article, which uses library data and direct and indirect observations, proves that global abilities and higher-order thinking are part of the Islamic tradition. The sources of Islamic teachings, the Qur'an, Al-Hadith, and the history of the journey of Muslims in the golden age of the 7th to 13th centuries AD, have encouraged and given birth to a tradition of having global competence and high- thinking skills level. The background, characteristics, scope, steps, and examples of the practice of global abilities and higher thinking from an Islamic perspective can be proven in this paper. For this reason, as part of the world community that must compete and emerges as the winner, it is time for global abilities and high-level thinking to be reclaimed and put into practice.</em></p><p> </p><p><strong>Abstrak</strong></p><p class="16bIsiAbstrak">Memasuki era globalisasi, milenial dan revolusi industri 4.0 yang penuh tantangan dan persaingan yang amat kompetitif, setiap orang tidak saja harus memiliki <em>global competencies</em> (kemampuan global) melainkan juga harus memiliki kemampuan <em>high order thinking</em> (kemampuan berpikir tingkat tinggi). Agar tidak teralienasi dan termarginalisasi, Umat Islam sebagai mayoritas penduduk Indonesia, dan penduduk terbanyak nomor dua di dunia, mau tidak mau harus memiliki kemampuan global dan berpikir tingkat tinggi. Tulisan yang menggunakan data kepustakaan dan hasil pengamatan langsung dan tidak langsung ini membuktikan bahwa kemampuan global dan berpikir tingkat tinggi itu sesungguhnya merupakan bagian dari tradisi Islam. Sumber ajaran Islam Al-Qur’an, Al-Hadis serta sejarah perjalanan umat Islam di zaman keemasan (<em>golden age</em>) abad ke-7 sampai dengan 13 M, sesungguhnya telah mendorong dan melahirkan tradisi memiliki kompetensi global dan kemampuan berpikir tingkat tinggi. Latar belakang, karakteristik, ruang lingkup, langkah-langkah, dan contoh-contoh praktik kemampuan global dan berpikir tinggi dalam perspektif Islam dapat dibuktikan dalam tulisan ini. Untuk itu, sebagai bagian dari masyarakat dunia yang harus berkompetisi dan keluar sebagai <em>the winner</em>, maka kemampuan global dan berpikir tingkat tinggi itu sudah waktunya dimiliki kembali dan dipraktikkan.</p>

Knowledge

2019 ◽  
pp. 58-91
Author(s):  
Paul Thagard
Keyword(s):  
Theory Of Mind ◽  
Mental Representations ◽  
Social Dimensions ◽  
Neural Firing ◽  
Motor Experience ◽  
The World ◽  
Sensory Motor

For the semantic pointer theory of mind, the bearers of knowledge are not abstract propositions but rather patterns of neural firing that constitute mental representations, including concepts, beliefs, nonverbal rules, images, and emotions. This neurocognitive perspective suggests new answers for questions about the generation of candidates for knowledge and their relations to the world via sensory-motor interactions. Semantic pointers support knowledge that beliefs are true or false, how to do things using multimodal rules, and of things via sensory-motor experience. The Semantic Pointer Architecture meshes well with coherence-based justification that abandons foundational certainty for fallible attempts to fit diverse elements of knowledge into the best overall explanation. Knowledge has important social dimensions.

Meaning

2019 ◽  
pp. 207-227
Author(s):  
Paul Thagard
Keyword(s):  
Possible Worlds ◽  
Mental Representations ◽  
Three Dimensional ◽  
Meaning Of Life ◽  
Neural Mechanisms ◽  
Social Meaning ◽  
The World ◽  
Sensory Motor ◽  
Multiple Levels ◽  
Different Levels

Philosophical problems about the meaning of language and the meaning of life turn out to have interesting commonalities. Neither has plausible solutions that draw on supernatural entities such as abstract meanings, possible worlds, and divine plans. Rather, both can be approached by looking at mechanisms at four different levels: molecular, neural, mental, and social. Meaning is not a thing but a process that depends on interactions of parts occurring at multiple levels, resulting in multilevel emergence. The Semantic Pointer Architecture illuminates the neural mechanisms that operate in languages and valuable lives. Words are meaningful because their mental representations as concepts are brain processes that combine sensory-motor interactions with the world and interactions with other concepts. The meaning of life is also three-dimensional, requiring people to interact with language, the world, and other people.

scholarly journals What do people know about the senses? Understanding perceptions of variation in sensory experience

2020 ◽  
Author(s):  
Christine Cuskley ◽  
Charalampos Saitis
Keyword(s):  
Sensory Experience ◽  
Scientific Understanding ◽  
Public Understanding ◽  
Academic Disciplines ◽  
Sign Languages ◽  
The Public ◽  
The World ◽  
High Level ◽  
The Brain ◽  
High Educational

Academic disciplines spanning cognitive science, art, and music have made strides in understanding how humans sense and experience the world. We now have a better scientific understanding of how human sensation and perception function both in the brain and in interaction than ever before. However, there is little research on how this high level scientific understanding is translated into knowledge for the public more widely. We present descriptive results from a simple survey and compare how public understanding and perception of sensory experience lines up with scientific understanding. Results show that even in a sample with fairly high educational attainment, many respondents were unaware of fairly common forms of sensory variation. In line with the well-documented under representation of sign languages within linguistics, respondents tended to under-estimate the number of sign languages in the world. We outline how our results represent gaps in public understanding of sensory variation, and argue that filling these gaps can form an important early intervention, acting as a basic foundation for improving acceptance, inclusivity, and accessibility for cognitively diverse populations.

scholarly journals Impelementasi Pembelajaran Pendidikan Agama Kristen di Abad 21

2020 ◽  
Vol 1 (1) ◽  
pp. 1-10
Author(s):  
Daniel S. Tjandra
Keyword(s):  
Religious Education ◽  
21St Century ◽  
Thinking Skills ◽  
21St Century Learning ◽  
Learning Content ◽  
The World ◽  
Religious Learning ◽  
The Times ◽  
High Level ◽  
High Level Thinking

The era of globalization is inevitable, willing or unwilling to be ready or not ready for everyone to face globalization. The era of globalization can be said as an era of openness, an era of technology that is close to people's lives and even inherent in everyday life. Globalization colors and influences all aspects of life without exception the realm of education experiences or is affected by the effects of the times, globalization and technological sophistication. Education makes it possible to use all the advances of the times to produce an educational goal that shapes the complete human to face his day. 21st century learning provides a prominent change in the world of education, where learning is no longer focused on the results achieved, but on the learning process itself. Forming the competencies of students who have high-level thinking skills, are creative, communicative, and collaborative. This discussion will provide an understanding of 21st century learning implemented in Christian Religious Education subjects. Christian religious learning is expected to follow the development of 21st century learning so that in conveying learning content can prepare students to welcome the 21st century. Thus the curriculum in Indonesia is developed, and the 2013 curriculum is used now as part of responding to the challenges of the 21st century. Abstrak Era globalisasi tidak dapat dihindari, mau atau tidak mau siap atau tidak siap setiap orang menghadapi globalisasi. Era globalisasi dapat dikatakan sebagai era keterbukaan, era teknologi yang dekat dengan kehidupan masyarakat bahkan melekat dalam kehidupan sehari-hari. Globalisasi mewarnai dan mempengaruhi segala aspek kehidupan tanpa terkecuali ranah pendidikan mengalami atau tekena efek dari kemajuan zaman, globalisasi dan kecanggihan teknologi. Pendidikan memungkinkan meng-gunakan segala kemajuan zaman untuk menghasilkan sebuah tujuan pendidikan yang membentuk manusia secara lengkap untuk menghadapi zamannya. Pembelajaran abad 21 memberikan sebuah perubahan yang menonjol dalam dunia pendidikan, dimana pembelajaran bukan lagi dipusatkan kepada hasil yang dicapai, namun kepada proses pembelajaran itu sendiri. Membentuk kompetensi peserta didik yang memiliki keterampilan berpikir tingkat tinggi, kreatif, komunikatif, dan kolaborasi. Pada pembahasan kali ini akan memberikan pemahaman tentang pembelajaran abad 21 yang diimplementasikan dalam mata pelajaran Pendidikan Agama Kristen. Pembelajaran Agama Kristen diharapkan mengikuti perkembangan pembelajaran abad 21 sehingga dalam menyampaikan konten pembelajaran dapat mempersiapkan peserta didik menyongsong abad 21. Dengan demikian Kurikulum di Indonesia dikembangkan, dan Kurikulum 2013 yang digunakan sekarang sebagai bagian dalam menjawab tantangan zaman abad 21.

Culture and the plasticity of perception

2020 ◽  
Vol 43 ◽  
Author(s):  
Michael Lifshitz ◽  
T. M. Luhrmann
Keyword(s):  
Cultural Context ◽  
Sensory Experience ◽  
Cultural Learning ◽  
The World

Abstract Culture shapes our basic sensory experience of the world. This is particularly striking in the study of religion and psychosis, where we and others have shown that cultural context determines both the structure and content of hallucination-like events. The cultural shaping of hallucinations may provide a rich case-study for linking cultural learning with emerging prediction-based models of perception.

IMPLEMENTING SIM-OVG MODEL IN LEARNING ECONOMICS AT SMA NEGERI 10 SAMARINDA

2019 ◽  
Vol 1 (2) ◽  
pp. 151-164
Author(s):  
Watini Watini
Keyword(s):  
Learning Outcomes ◽  
Classroom Observation ◽  
Second Grade ◽  
Learning Models ◽  
Group Presentation ◽  
Second Grade Students ◽  
High Level ◽  
Work Method ◽  
High Level Thinking ◽  
Passing Grade

The reason underlying the implementation of the present study was because there was a finding revealing that there were still several students from cross-economics class of XI MIPA having difficulties in understanding the lessons. In addition, the students also had a kind of thought that economics was just about memorizing things which was not interesting and challenging that resulted in their unsatisfied learning outcomes. Therefore, the SIM-OVG model needed to be implemented in the learning process. The instruments of the present study were observation and, students’ learning reports and work method. The population of the study was the second grade students (4 classes) who enrolled economics subject at SMA Negeri 10 Samarinda, whereas the samples of the study were the students of XI MIPA-1 class (cross-economics class) at SMA Negeri 10 Samarinda. The number of the population and samples was 101 and 23 students respectively. The study lasted for one semester. The description of the classroom observation, the students’ scores and the group presentation were obtained for the data analysis. After implementing the SIM-OVG model, the results showed that; 1) in the affective aspect, the students showed a better attitude, 2) in the cognitive aspect, there was an improvement on the students’ learning outcomes (before the implementation of SIM-OVG model in XI MIPA-1 class, 52,17% of the students did not reach the passing-grade, but after the implementation, 100% of the students reached the passing-grade, and they also looked enthusiastic in doing their assignments, and 3) in the psychomotor aspect, the students became more skillful, creative, and be able to perform high level thinking. The researcher suggested that the dissemination should be done through MGMP forum and SIM-OVG model workshop. In addition, the researcher also suggested the integration of SIM-OVG model with other learning models and hoped that every school provided adequate facilities to support the implementation of SIM-OVG model.

Her Majesty Queen Rania Al Abdullah

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Education System ◽  
Ministry Of Education ◽  
Childhood Experiences ◽  
The Sustainable Development ◽  
American University ◽  
The North ◽  
The World ◽  
Development Goals ◽  
High Level ◽  
Education And Development

“The real treasure is in the minds of our children, and all we have to do is extract it.” Her Majesty Queen Rania Al Abdullah writes in website Queen Rania Foundation For Education And Development www.qrf.org/en. Rania Al Yassin was born on August 31, 1970. She obtained her Bachelor’s degree in Business Administration from the American University of Cairo in 1991. She applied this, first, to a banking career in Jordan and, later, to the information technology sector. After marrying Prince Abdullah bin Al Hussein on June 10, 1993, they went on to have four children: Prince Hussein, Princess Iman, Princess Salma, and Prince Hashem. In addition to being a wife and mother, Queen Rania works hard to lift the lives of Jordanians by supporting their endeavours and helping to create new opportunities for them. Locally, she is committed to breathe new life into the public education system; empower communities and women especially through microfinance initiatives; protect children and families; and drive innovation, technology and entrepreneurship, especially amongst young people. Internationally, Queen Rania is an advocate for tolerance, compassion and bridge building between people of all cultures and backgrounds. Her efforts to simultaneously challenge stereotypes of Arabs and Muslims, and promote greater understanding and acceptance between people of all faiths and cultures, have won her global recognition. Her Majesty’s passion is education. She believes that every Jordanian girl and boy, and all children, should have access not only to stimulating classrooms and modern curricula, but inspiring teachers and technology that can connect Jordan’s children to the world and the world to Jordan’s children. Her efforts in the education sector complement the work of the Ministry of Education through initiatives such as the Jordan Education Initiative, the Queen Rania Teachers Academy, Madrasati, Edraak and others. To realize these and so much more, Queen Rania has encouraged private sector partners to drive improvements and strengthen the foundations of Jordan’s education system. Queen Rania is also a global voice for access to quality education for children around the world. In 2009, Her Majesty championed the 1 Goal campaign for education; she is Honorary Chair of the UN Girl’s Education Initiatives and has advocated access to education in forums and gatherings around the world. Her work and her efforts to improve the learning opportunities for children have been recognized at the highest levels, nationally, regionally and internationally. Additionally, through her position on their boards, Her Majesty contributes to the work of the United Nations Fund and the World Economic Forum. She is the Eminent Advocate for UNICEF; and she was part of the UN appointed High Level Panel who advised on the shape and content of the Sustainable Development Goals which aim to improve the lives of millions of people before 2030. In recognition of her work, Her Majesty has humbly accepted many awards, locally, regionally and globally. These include the Walther Rathenau Award from the Walther RathenauInstitut in Germany for her efforts to greater peace and understanding; the James C. Morgan Global Humanitarian Award from Tech Awards, USA; the Arab Knight of Giving Award from Arab Giving Forum, UAE; the North South Prize by the North South Prize, Portugal; as well as the YouTube Visionary Award. Her Majesty authored several books primarily for children including the Sandwich Swap, which was inspired by her own childhood experiences.

ANALISIS ASSESMENT HIGHER ORDER THINKING SKILLS PADA MATERI IPA KELAS TINGGI SD N BUGANGAN 02 SEMARANG

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Esti Devi Pratiwi ◽  
Filia Prima Atharina ◽  
Henry Januar Saputra
Keyword(s):  
Qualitative Research ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Research Data ◽  
Fifth Grade ◽  
Class V ◽  
Higher Order Thinking Skills ◽  
Fifth Grade Students ◽  
High Level ◽  
High Level Thinking

Learners find it difficult to learn if asked to solve problems with high-level thinking (HOTS). Difficulties experienced by students are difficulties in working on HOTS-based question in which students are asked to think critically and understand the purpose of the questions be worked on. Descriptive qualitative research methods. Sources of research data are students in class V SD N Bugangan 02 Semarang. Data collection procedures used are observation, interviews, and documentation. The results showed that fifth grade students found it difficult to work on HOTS-based questions because in the learning process teachers rarely gave HOTS-based question so students were not accustomed to solving questions by thinking highly.

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