Slow Site

I apologize for the strange slowness here lately (the site itself, not my usual snail-paced posting.) I’ve been planning an overhaul for a year, but I’m barely finding time to breathe, so let’s none of us hold our breath. Hopefully things won’t get any slower before I get around to fixing them.

Merleau-Ponty feels SO vindicated

I wish this study had been done 2 years earlier so I could’ve used it in my dissertation (shut up, Joshua):

Tools are ‘temporary body parts’

The brain represents tools as extensions to the body, according to researchers writing in Current Biology.
The research seems to confirm a century-old hypothesis that the brain models tools as parts of the body.

“There is a great debate in neuroscience about the representation of the body and representation of space,” said Lucilla Cardinali of the National Institute of Health and Medical Research (Inserm) in France.

“There are a lot of papers about the effects of tool use, but they all focus on space – none investigated the effect on our own body,” she told BBC News.

H/T to a recently-graduated student. Link to BBC article.

Oh, Philosophers of Mind…

Who teaches from Rosenthal’s “The Nature of Mind” and who uses Chalmers’ “Philosophy of Mind: Classical and Contemporary Readings” instead? Why do they have to be so similar without either one being complete? Textbook decisions are a royal pain.

Advice

Don’t get really sick during a global pandemic while you’re in Hong Kong. I basically hid in my hotel room for 4 days so that they wouldn’t quarantine me and the entire conference AND hotel. I had to skip 2 of my own talks at the second conference because I could barely get out of bed. I have no idea what I had, but it kicked my ass.

I’m home now, but I wouldn’t expect much blogging to occur, since I’m still at the bottom of a mountain of work. Slowly uploading photos from Beijing and Hong Kong to Flickr. I’m reachable in all the usual places.

Travel Reading

Trying to decide what book(s) to bring on my travels next week. Long flights and I don’t watch movies while flying, so I’ll be relying on books, knitting, and some D&D podcasts by the Penny Arcade blokes.

I’m thinking of bringing a few John Scalzi books because they’re not giant texts like most of my books, but I have a lot of hidden gems in my collection and not all of them are read yet. (I have a habit of buying several books at once, and getting sidetracked before I read the whole stack). I’m open to suggestions, but I’m not going to buy any new books. Feel free to look at what’s already here, and suggest your favorites in the comments. I appreciate all suggestions, especially if they come with specific recommendations. (If you recommend any of my giant 70lb texts, I won’t like you anymore!) If I’ve already read your suggestion, then we can rave about how awesome it is in the comments instead.

China and Hong Kong

In just over a week, I leave for Beijing, where I’ll be for 8 days, and then off to Hong Kong, where I’ll be for another 8. I don’t expect to get back to either of these locations anytime soon, so I scheduled an extra couple of days in each location (extra over and above the conferences I’ll be attending while there.) I don’t speak the language(s), and aside from a brief obsession with the history of the Chinese culture, I know nothing about the culture as it is now. If you have any insights to offer (particularly as I’ll be in Beijing on the 20th anniversary of the June 4th Massacre at Tiananmen Square), please share. As a vegetarian, I’ve already been told I’ll be living on a box of granola bars that I’m bringing with me. (My colleague who teaches Chinese sat down with me for a few hours this week and laughed at me since I won’t be able to eat.)

Oh, and if you’re in the area (!) I’ll be giving the following talks:
“Neural Plasticity and the Cultural Cyborg: Two Sides of One Coin” at the New Directions in the Humanities conference.
“Robotics-In-The-World: Embodied AI and the Work of Merleau-Ponty” at the Social Approaches to Consciousness Workshop.
and a poster presentation of “Robot Dreams: Requirements for Synthetic Phenomenology and Intersubjectivity” at Towards a Science of Consciousness (I’m glad to finally be attending this conference, as I declined to give posters in previous years).
(Indeed, I also find myself on the program for the Machine Consciousness workshop giving a talk version of the aforementioned poster, but I’m currently struggling with how accomodating to be considering the organizers of this workshop have not ever contacted me about being on their program, and I never submitted an abstract to them. I happened to find myself on the program while browsing around on the main conference site. So, even ignoring the ideological differences I have with the organizers, there’s a chance I’ll be giving that talk. It’d be nice if someone bothered contacting me, though. Hint, hint, if you’re reading this.)

Anyway, drop me a comment if you’ll be there!

Commencement

I’ve started and deleted this post a few times. I’d still like to remodel this site a bit, and personal ponderings feel odd in this setting (ironic, given it’s a blog.) So the short version:

As you all know, I’ve been in my first year at a new College, in a strange new position (I’m in 3 departments and 0 departments. I am an enigma.) Graduation was yesterday, and in spite of several addresses that seemed a bit more depressing for the students than I would’ve expected, it was one of the nicest ceremonies I’ve ever attended. I’ve been both faculty and student at a lot of institutes of higher education over the last 16 years, but this one was distinct in a number of ways. First, it’s possible that my own position here brings me a perspective I’ve never quite had before at other graduations, and if that’s true then it says more about me than the ceremony. I likely won’t know this for years. However, I’ve never seen such a personalized ceremony (it’s a small school). The event itself is set up to give the students their moment of joy when their names are called, but the students personalize the event further. Their characters SHONE through their altered caps and gowns. It was lighthearted and entertaining (including one fellow with a kite attached to his hat, and one with a live goldfish swimming around in a mason jar attached to his.) Perhaps this was notable because I actually knew a lot of the students quite well, which in itself is a pretty amazing thing in this day and age. I really appreciate being at a school where, after only a year, I knew many of the students really well – I know what they want to do with their lives, how they spend their weekends, what they’re afraid of, etc. And I must say, the best part of the ceremony here is that at the end, the faculty process out and line up on 2 sides of the aisle so the graduates can walk through us. I had heard this described, but didn’t realize what it really meant until I was standing there. It’s like a receiving line at a wedding – the students don’t just process through and leave. They stop to get a hug, a handshake, or a pat on the back from the professors that have impacted them (or who they have impacted). It was wonderful and lovely, and being able to give a final goodbye hug to students I’ve worked closely with over the last year gives such wonderful closure for everyone that I was incredibly happy to have had the opportunity for it. I’m used to students drifting away at the end of the year, and I’ve often wished I could’ve said a goodbye, or a thank you, and this place facilitates that really well.

Really, it’s just one more thing this place does well and right. Congratulations again to all the people who are moving on and starting the next part of their lives. I’ve got plenty more work to do, but this actually did feel like the end of something. Well done, all.

Conference: Technology, Democracy, and Citizenship

Interesting Call for Papers came through my inbox a few days ago:

Technology, Democracy, and Citizenship

Democracy and democratic citizenship shape and are shaped by technology. Taking the broad approach, this conference invites papers and session proposals bringing insight to the important albeit complicated and intricate relationships among technology, democracy, and citizenship.

Besides scholars in Science and Technology Studies and the Humanities and Social Sciences, we hope to attract practitioners and researchers in engineering, science, public policy, architecture, government, and international development to engage in a series of wide-ranging conversations focused on three broad intersections of technology and democracy:

IDEALS—For example, how can technology be managed so that it promotes democratic ideals? How can technology undermine democratic ideals? Exactly what do we mean by “democracy” and “democratic citizenship”?

PROCESSES—This category includes socio-technical systems directly involved in democratic processes, such as voting machines and blogs, as well as broader questions of education, public discourse, deliberation, and decision-making.

DECISIONS—Perhaps the broadest category of all, this includes the full range of specific areas in which democracies must establish policy and make decisions—energy, the environment, national defense, transportation, homeland security, health care, regulation of business and entrepreneurship, genetic engineering, funding of research, and more.

More information here.

Scary Numbers on Entitlement

This NY Times story on the current crop of college students and the prevailing sense of entitlement makes me think the phrase “A for Effort” should be forever stricken from the collective consciousness.

A recent study by researchers at the University of California, Irvine, found that a third of students surveyed said that they expected B’s just for attending lectures, and 40 percent said they deserved a B for completing the required reading.
[...]
In line with Dean Hogge’s observation are Professor Greenberger’s test results. Nearly two-thirds of the students surveyed said that if they explained to a professor that they were trying hard, that should be taken into account in their grade.

Jason Greenwood, a senior kinesiology major at the University of Maryland echoed that view.

“I think putting in a lot of effort should merit a high grade,” Mr. Greenwood said. “What else is there really than the effort that you put in?”

I’ve encountered a decent amount of this, but I have to admit that I see decidedly less of it at liberal arts colleges than I do at large universities. My anecdotal analysis would be that at a liberal arts college, the students know they’re there to explore ideas first and foremost, and it seems that the process of college itself is recognized as the goal rather than the obstacle to getting the grade. This isn’t to say it doesn’t happen at liberal arts colleges, or that I don’t see the thoughtful, process-centric students at universities, but it’s been my experience more often than not that the university students seem to believe the default grade is an A unless they mess up, rather than the default being a C unless they excel.

Link to article in the NY Times.

Transparency in Academia

I’m teaching 2 new courses in the Fall (and 1 new one in the Spring) and I’m currently examining textbooks for them.

Since my readers (if there are any of you left after my lingering slack) are likely familiar with these topics and texts, I welcome suggestions and feedback in regards to the texts I’m considering. (Most of my classes are non-standard, so I often make custom course-packets, but I’m contemplating using more standard texts this time for a change.)

Philosophy of Mind- Currently considering Rosenthal’s anthology “The Nature of Mind,” and trying to decide on a supplemental text. There aren’t really any other contemporary analytic courses taught here, so I’m trying to navigate between good primary sources and the availability of simple descriptive texts on the theories to make them more accessible to the students.

Topics in Cognitive Science: Our Cyborg Brains
– Definitely planning on using Andy Clark’s Natural Born Cyborgs, but currently examining Hutchins’ Cognition in the Wild, and waiting for 2 other texts to arrive (neither of which I can currently even recall, but both of which looked really promising.) This class is really an examination of neural plasticity and embodiment, as well as the Extended Mind argument from Clark and Chalmers. Totally open to further suggestions for texts.

Lastly, I’m teaching a straightforward Memory and Cognition course in the Spring, but I haven’t taught a standard version of such a class before (currently teaching Experiments in Cognition and Consciousness, but the text is a custom course packet filled with my own reading choices.) This is one of those standard undergraduate psychology courses with too many possible Cognition texts to choose from. I’m really liking Reed’s Cognition and Eysenck’s Fundamentals of Cognition, but the texts for this course have changed so much in recent years that I don’t know what the new standard will be. If you’ve had experience with any of the standard mem and cog texts in the last 5 years, your input is very welcome.

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