The Evolution of Moral Cognition

<p>Many modern approaches to the evolution of mind have claimed that the fundamental drivers of our cognitive capacities and cultures are genetically specified psychological adaptations, which evolved in response to evolutionary pressures deep within our lineage's history. Many of our cognitive capacities are innate. Recent approaches to moral cognition have similarly argued that moral cognition is innate. In this thesis, I argue that even though our capacity for moral cognising is an adaptation, it is a learned adaptation. Moral cognition is not innate. In arguing this thesis I will question many of the assumptions of traditional cognitive science and evolutionary approaches to the mind. By incorporating theory and evidence from cognitive science and the philosophy of mind, I apply the explanatory frameworks of embodied and extended cognition to the domain of morality: moral cognition is both embodied and extended cognition. This places particular importance on the role of our bodies and world in the fundamental structuring and scaffolding of the development and execution of moral cognition. Putting this in an evolutionary framework, I develop a dual inheritance model of the non-nativist evolution of moral cognition focusing on the roles of niche construction, biased learning and active learning in the transfer of moral phenotypes between generations. Morality is a learned adaptation that evolved through the dynamic and reciprocal interaction between genes and culture.</p>

The Evolution of Moral Cognition

<p>Many modern approaches to the evolution of mind have claimed that the fundamental drivers of our cognitive capacities and cultures are genetically specified psychological adaptations, which evolved in response to evolutionary pressures deep within our lineage's history. Many of our cognitive capacities are innate. Recent approaches to moral cognition have similarly argued that moral cognition is innate. In this thesis, I argue that even though our capacity for moral cognising is an adaptation, it is a learned adaptation. Moral cognition is not innate. In arguing this thesis I will question many of the assumptions of traditional cognitive science and evolutionary approaches to the mind. By incorporating theory and evidence from cognitive science and the philosophy of mind, I apply the explanatory frameworks of embodied and extended cognition to the domain of morality: moral cognition is both embodied and extended cognition. This places particular importance on the role of our bodies and world in the fundamental structuring and scaffolding of the development and execution of moral cognition. Putting this in an evolutionary framework, I develop a dual inheritance model of the non-nativist evolution of moral cognition focusing on the roles of niche construction, biased learning and active learning in the transfer of moral phenotypes between generations. Morality is a learned adaptation that evolved through the dynamic and reciprocal interaction between genes and culture.</p>

Précis: The Emotional Mind: The Affective Roots of Culture and Cognition

An affective approach to culture and cognition may hold the key to uniting findings across experimental psychology and, eventually, the human sciences. Many accounts of the human mind concentrate on the brain’s computational power, yet for nearly 200 million years before humans developed a capacity to reason the emotional centers of the brain were running the show. To attain a clearer picture of the evolution of mind, we challenge the cognitivist and behaviorist paradigms in psychology by exploring how the emotional capacities that we share with other animals saturate every thought and perception. Many of the distinctive social and cultural behaviors of our species, including, bonding, social learning, hierarchy, decision-making, self-identity, can be integrated if we use an affective approach.

The Evolution of Mind and Reflexive Thinking Starting from the Ancient Greeks to Stoic Philosophers

The aim of this article is to investigate the vision of self-knowledge and the human ability to know oneself and also in relation to the source, starting from the ancient Greeks and exploring their sources of inspiration. Everything is pursued in relation to the affirmation: Man's self-consciousness is a mirror of the source Consciousness, which knows itself through people. There are a few arguments in relation to this: Self-awareness as a self-concern reflected in the universe, appears in pre-Socratic thinkers and outlined in Plato in the triadic vision, and much later is the subject of well-defined study in psychology. Therefore, a good knowledge of the subject starts from the first mentions. The perspective of Stoic philosophers in which self-concern is organized in the form of a set of clearly defined rules, well-defined procedures, a true process of transformation that is completed with the creation of an attitude of alignment Man-Universe / Universal Nature. It is the best represented system of self-conscious work of all the schools of philosophy up to that time.

Pelatihan Kepemimpinan Dan Pembinaan Untuk Meningkatkan Kemampuan Para Pengurus OSIS SMA Dan SMK Negeri Di Jakarta Utara

In the modern era, the leadership values and processes that must be passed by someone to become a leader has been changed. The evolution of mind and social life has changed the paradigm of modern humans in the view of the concept of leadership. To be a leader, a person must speak and train himself to have the character, abilities or qualities that should be owned by leaders. The Students who manage intra-school organizations (OSIS) are one of the forerunners of future leaders in the future and have an interest in driving change in their respective schools so that they become better. As a form of caring in building a leadership model that has integrity, Indonesia College of Economics conducts leadership training and coaching for OSIS administrators in SMA & SMK Negeri as well as the private sector in North Jakarta. The method used in this training consisted of lecture activities, question and answer sessions, discussion of case studies, by explaining the basic concepts of visionary leadership, participative leadership styles, change leadership and how to make decisions correctly. After this training, it is hoped that the student council officials will possess and demonstrate leadership motivation skills that are ready to challenge and can inspire students in their respective school environments.

Pemberdayaan Masyarakat Melalui Pengembangan Ekowisata Pasir Putih Kawasan Goa Janji Desa Mallari Kabupaten Bone Sulawesi Selatan

In the modern era, the leadership values and processes that must be passed by someone to become a leader has been changed. The evolution of mind and social life has changed the paradigm of modern humans in the view of the concept of leadership. To be a leader, a person must speak and train himself to have the character, abilities or qualities that should be owned by leaders. The Students who manage intra-school organizations (OSIS) are one of the forerunners of future leaders in the future and have an interest in driving change in their respective schools so that they become better. As a form of caring in building a leadership model that has integrity, Indonesia College of Economics conducts leadership training and coaching for OSIS administrators in SMA & SMK Negeri as well as the private sector in North Jakarta. The method used in this training consisted of lecture activities, question and answer sessions, discussion of case studies, by explaining the basic concepts of visionary leadership, participative leadership styles, change leadership and how to make decisions correctly. After this training, it is hoped that the student council officials will possess and demonstrate leadership motivation skills that are ready to challenge and can inspire students in their respective school environments.

The cultural evolution of mind-modelling

I argue that uniquely human forms of ‘Theory of Mind’ (or ‘ToM’) are a product of cultural evolution. Specifically, propositional attitude psychology is a linguistically constructed folk model of the human mind, invented by our ancestors for a range of tasks and refined over successive generations of users. The construction of these folk models gave humans new tools for thinking and reasoning about mental states—and so imbued us with abilities not shared by non-linguistic species. I also argue that uniquely human forms of ToM are not required for language development, such that an account of the cultural origins of ToM does not jeopardise the explanation of language development. Finally, I sketch a historical model of the cultural evolution of mental state talk.

Smart Student Intelligent System

In the era fast growing technology it is necessary for all the educationist to keep more focus on the students because they are the backbones of our nation. In this regard even though there are many systems that make the notation and analysis of students as the one that contribute to the student. This paper presents a consequent approach to measure the problem solving skills which imparts few of life skills, technical skills and intelligent skills which are basically needed in this generation to seek jobs. There must be a system to calculate the intellectual abilities of a student because intellectuality shows a rapid transformation on the evolution of mind sets of students. This paper represents an elaborative approach to estimate the levels of students and categorize them based on their mind sets. It is necessary for all the students in order to acquire a skill set and in order to sustain the skill their intellectuality matters