Modules Reconsidered

In recent decades, neuroscience has challenged the orthodox account of the modular mind. One way of meeting this challenge has been to go for increasingly “soft” versions of modularity, and one version in particular, the “system” view, is so soft that it promises to meet practically any challenge neuroscience can throw at it. But an account of the mind that tells us that the mind can do different things, even interesting things, is not itself necessarily an interesting account. This chapter considers afresh what ought to be regarded as the sine qua non of modularity, and offers a few arguments against the view that an insipid “system” module could be the legitimate successor of the traditional notion.

Looking beyond the horizon. A normative-institutional approach to sustainability science; getting onto ‘the balcony’

This contribution is based upon an invited keynote to the CSS2020 Conference on Sustainability Science 2020 (Sustainability Science Post COVID-19; Social Distancing Life, Approaching Natural Life, October 8, 2020). Living in the ‘Anthropocene’ confronts us with major challenges regarding a sustainable and healthy planetary environment. Climate change and biodiversity degradation, but also the COVID-19 pandemic are testimony to this, and together they give cause to consider human responses to them. These responses come with several ‘tragic conditions’: on managing commons, on looking beyond our horizon, and on handling cognitive ambiguity. How can we institutionally safeguard against these conditions and have a better chance at avoiding disasters and recovering from them? This contribution points at some normative/legal arrangements establishing such safeguards, such as on a proper knowledge infrastructure, on guiding rights & principles, and on promoting resilience by taking a more system view. It is hoped that these examples will inspire thinking about how ‘to climb onto the balcony’, look beyond the horizon and act responsibly.

PROBLEMATIKA SISTEM PEMBELAJARAN SALAFIYAH DI PONDOK PESANTREN SHUFFAH HIZBULLAH DUSUN OLI DESA DESA HITU KABUPATEN MALUKU TENGAH

The purpose of this study was to obtain information regarding the salafiyah learning system in the Shuffah Hizbullah Islamic boarding school along with the basic problems that resulted in the community of Oli hamlet not involving their children in the system. This type of research is ex post facto with a qualitative approach. In this study, the data collection techniques used were observation, interview and documentation. The data is then reduced according to the focus of the study, after which it is presented in a narrative form and ends with drawing conclusions. The results of the study found that the salafiyah learning system in Dusun Oli, Hitu Village, Leihitu District still uses classical models and methods that have not been touched by modern things. However, the evaluation to measure the success of the objectives has not been carried out properly. In addition, the people of Dusun Oli generally like learning salafiyah, but what is a factor in the participation of students from Hamlet Oli in learning salafiyah is due to 5 things, namely 1) Parents' lack of understanding about salafiyah subjects and the benefits of learning them. This is because there is no clear socialization from the pesantren, 2) The opportunity to become the TNI that was promised by the pesantren to ordinary students other than boarding students causes parents to feel sufficient if their child only studies at the madrasa in the morning, 3) Parents' busyness causes the child participate in helping their work, 4) There is no obligation given to all students in the Islamic Boarding School to take part in salafiyah lessons, 5) Lack of parental trust to allow children to study in the pesantren in the afternoon and evening. Keywords: Salafiyah learning system, view of Dusun Oli community Abstrak: Tujuan penelitian ini adalah untuk memperoleh informasi terkait sistem pembelajaran salafiyah di pondok pesantren Shuffah Hizbullah beserta masalah dasar yang mengakibatkan masyarakat dusun Oli tidak melibatkan anak mereka dalam sistem tersebut.Tipe penlitian ini adalah ex post facto dengan pendekatan kualitatif. Dalam penelitian ini teknik pengumpulan data yang digunakan adalah observasi, wawancara dan dokumentasi. Data kemudian direduksi sesuai fokus penelitian, setelah itu disajikan dalam bentuk narasi dan berakhir dengan penarikan kesimpulan. Hasil penelitian ditemukan bahwa sistem pembelajaran salafiyah di Dusun Oli Desa Hitu Kecamatan Leihitu masih menggunakan model dan metode klasik yang belum tersentuh oleh hal-hal yang modern. Namun evaluasi untuk mengukur keberhasilan tujuan belum terlaksana sebagaimana meskinya. Selain itu yang masyarakat Dusun Oli pada umumnya menyukai pembelajaran salafiyah, namun yang menjadi faktor ketidakikutsertaan siswa dusun Oli dalam pembelajaran salafiyah diakibatkan karena 5 hal, yakni 1) Ketidak pahaman orang tua tentang mata pelajaran salafiyah dan manfaat mempelajarinya karena tidak ada sosialisasi yang jelas dari pihak pesantren, 2) Peluang menjadi TNI yang diberikan pihak pesantren kepada siswa biasa selain santri mondok menyebabkan orang tua merasa cukup belajar di madrasah di pagi hari, 3) Kesibukan orang tua yang menyebabkan turut serta bantuan anak dalam pekerjaan, 4) Tidak adanya kewajiban yang diberikan Pondok Pesantren kepada semua siswa untuk mengikuti pembelajaran salafiyah 5) Kurangnya kepercayaan orang tua untuk mengizinkan anak pulang pergi belajar di pesantren sore dan malam. Kata Kunci: Sistem pembelajaran salafiyah, pandangan masyarakat Dusun Oli

Adaptive learning is structure learning in time

People use information flexibly. They often combine multiple sources of relevant information over time in order to inform decisions with little or no interference from intervening irrelevant sources. They adjust the degree to which they use new information over time rationally in accordance with environmental statistics and their own uncertainty. They can even use information gained in one situation to solve a problem in a very different one. Learning flexibly rests on the ability to infer the context at a given time, and therefore knowing which pieces of information to combine and which to separate. We review the psychological and neural mechanisms behind adaptive learning and structure learning to outline how people pool together relevant information, demarcate contexts, prevent interference between information collected in different contexts, and transfer information from one context to another. By examining all of these processes through the lens of optimal inference we bridge concepts from multiple fields to provide a unified multi-system view of how the brain exploits structure in time to optimize learning.