Difference between revisions of "Paradigm Shift Other Resources"
From Valuescience
(Created page with "'''Core Readings''' *Enge, Nick. (2011). "How Do We Know?" ''A Scientist's Bible.'' pp. 82-91. 10pp. '''10 min.''' [https://drive.google.com/open?id=0By0w-ttO7JmrNUVPbVhrd2ZYZ...") |
|||
| Line 4: | Line 4: | ||
*Wilson, Edward O. (1998). "The Great Branches of Learning," "To What End?" ''Consilience.'' pp. 8-14, 291-326. 43pp. Read only highlighted text. '''30 min.''' [https://drive.google.com/file/d/0By0w-ttO7JmrOW9Gdmd6X09TcU0/view?usp=sharing Link] | *Wilson, Edward O. (1998). "The Great Branches of Learning," "To What End?" ''Consilience.'' pp. 8-14, 291-326. 43pp. Read only highlighted text. '''30 min.''' [https://drive.google.com/file/d/0By0w-ttO7JmrOW9Gdmd6X09TcU0/view?usp=sharing Link] | ||
Wilson issues a call to unify knowledge into a single internally consistent and inclusive world-view. He also explores questions of meaning and purpose, and of ends in general--questions of value--from the perspective of a biologist. | Wilson issues a call to unify knowledge into a single internally consistent and inclusive world-view. He also explores questions of meaning and purpose, and of ends in general--questions of value--from the perspective of a biologist. | ||
| + | *Google. "Paradigm Shift." Definition of paradigm shift according to google dictionary. [https://drive.google.com/open?id=0B8dQDga7c8qYWUVZMXJrVGk4NUU Link] '''10 seconds''' | ||
*''Paradigm Shifts.'' 15pp. '''20 min.''' [https://drive.google.com/file/d/0By0w-ttO7JmremtHX0RMb0I5S3M/view?usp=sharing Link] | *''Paradigm Shifts.'' 15pp. '''20 min.''' [https://drive.google.com/file/d/0By0w-ttO7JmremtHX0RMb0I5S3M/view?usp=sharing Link] | ||
Schrom offers observations about past paradigm shifts and those who led them as guidance to any who contemplate or lead a paradigm shift to science-based consilience by practicing and advocating valuescience. | Schrom offers observations about past paradigm shifts and those who led them as guidance to any who contemplate or lead a paradigm shift to science-based consilience by practicing and advocating valuescience. | ||
| − | |||
| − | |||
*Enge, Nick. (2011). "Why A Modern Scientific Worldview?" ''A Scientist's Bible.'' 4pp. '''5 min.''' [https://drive.google.com/file/d/0By0w-ttO7JmrNm5VOUlTMjktQjQ/view?usp=sharing Link] | *Enge, Nick. (2011). "Why A Modern Scientific Worldview?" ''A Scientist's Bible.'' 4pp. '''5 min.''' [https://drive.google.com/file/d/0By0w-ttO7JmrNm5VOUlTMjktQjQ/view?usp=sharing Link] | ||
| − | Enge contrasts the immense scope and predictive power of a modern scientific world-view with other world-views and celebrates the gains we | + | Enge contrasts the immense scope and predictive power of a modern scientific world-view with other world-views and celebrates the gains we realize by embracing the former. |
*Wikipedia. (2009). "Propaedia." 3pp. '''15 min.''' [http://en.wikipedia.org/wiki/Prop%C3%A6dia Link] | *Wikipedia. (2009). "Propaedia." 3pp. '''15 min.''' [http://en.wikipedia.org/wiki/Prop%C3%A6dia Link] | ||
The authors of ''Encyclopedia Britannica'' organize what they recognize as the accumulated knowledge of the human species, providing us opportunity to reflect upon their rationale for this organization, upon those parts of their scheme we know best and least, upon which are more or less consilient with each other, and upon other possible ways of organizing knowledge. Please think on these things. | The authors of ''Encyclopedia Britannica'' organize what they recognize as the accumulated knowledge of the human species, providing us opportunity to reflect upon their rationale for this organization, upon those parts of their scheme we know best and least, upon which are more or less consilient with each other, and upon other possible ways of organizing knowledge. Please think on these things. | ||
| − | |||
| − | |||
| − | |||
| − | |||
| − | |||
| − | |||
| − | |||
| − | |||
| − | |||
| − | |||
| − | |||
| − | |||
| − | |||
| − | |||
| − | |||
| − | |||
| − | |||
| − | |||
| − | |||
| − | |||
| − | |||
| − | |||
Revision as of 10:18, 30 March 2017
Core Readings
- Enge, Nick. (2011). "How Do We Know?" A Scientist's Bible. pp. 82-91. 10pp. 10 min. Link
Enge gives a readily understandable, lucid, and succinct description of scientific practice, distinguishing it from other ways of knowing.
- Wilson, Edward O. (1998). "The Great Branches of Learning," "To What End?" Consilience. pp. 8-14, 291-326. 43pp. Read only highlighted text. 30 min. Link
Wilson issues a call to unify knowledge into a single internally consistent and inclusive world-view. He also explores questions of meaning and purpose, and of ends in general--questions of value--from the perspective of a biologist.
- Google. "Paradigm Shift." Definition of paradigm shift according to google dictionary. Link 10 seconds
- Paradigm Shifts. 15pp. 20 min. Link
Schrom offers observations about past paradigm shifts and those who led them as guidance to any who contemplate or lead a paradigm shift to science-based consilience by practicing and advocating valuescience.
- Enge, Nick. (2011). "Why A Modern Scientific Worldview?" A Scientist's Bible. 4pp. 5 min. Link
Enge contrasts the immense scope and predictive power of a modern scientific world-view with other world-views and celebrates the gains we realize by embracing the former.
- Wikipedia. (2009). "Propaedia." 3pp. 15 min. Link
The authors of Encyclopedia Britannica organize what they recognize as the accumulated knowledge of the human species, providing us opportunity to reflect upon their rationale for this organization, upon those parts of their scheme we know best and least, upon which are more or less consilient with each other, and upon other possible ways of organizing knowledge. Please think on these things.
