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Came to this fascinating talk via Mark Solms book “Hidden Spring”. As a neuroscientist, I understand the basic concepts, but would re-name the components “hidden” as “external reality”, “blanket” as “interface” = “sensory” and “motor”, and “internal” = self / homeostat. What strikes me is how closely this parallels “theories” by e.g. Hoffman, Kastrup, and various religious proponents proclaiming “external reality” doesn’t really exist, it is all a product of “universal consciousness” - e.g. our brain = a dashboard of some reality we cannot begin to fathom. For me, reality is the the pain you feel when you punch a wall with your fist - there is a real world out there! But our brain (interface) translates that into complex feelings and sensations and drives, and we cannot “grasp” external reality directly. We all live inside this bubble, this Markov blanket, rationalizing what could “really” be out there. But we’ll never really “know”.
Watch the full interview with Jörg Stetefeld, professor and (Tier I) Canada Research Chair in structural biology and biophysics at the department of chemistry ru-vid.com/video/%D0%B2%D0%B8%D0%B4%D0%B5%D0%BE-Ii1CmOGGc3A.html
Even colonizers and Western thinkers used dreams to reach scientific knowledge (for one example, August Kekulé's dream of a snake eating its tail leading to the model of benzene.) We are just strangely loathe to admit it, for some reason. Thank you for sharing your insights, Mr. Buck.
Make the exams harder. Students will inevitably cheat in any circumstance. The only way of circumventing it is to make the tests much more difficult. Or simply make it harder to cheat. I know friends that have literally found the exact same exams through online resources on the internet. It is the responsibility of the professors and instructors to make solid and effective means of evaluation that extend beyond all multiple-choice exam questions. You should be asking students to apply their knowledge rather than simply memorizing the information. Example: "What does the acronym BFS stand for?" is a poor evaluation question not only because it is easily searchable, it also is not measuring something that proves the student understands the concept of BFS. "Select the situations from the list below where BFS could be applied. Justify your answers." is an excellent exam question because not only does the student require to know what BFS is, it also requires them to apply their knowledge to examples and make meaningful decisions that can accurately predict their success in the workforce. If a student does not know when or how to apply BFS, then they might as well have not learnt it. Additionally, this sort of evaluation also rewards those who do not cheat because only those students can achieve well. In sum, place more of the onus on the instructors to make more effective means of evaluation. However, there should be an examination audit system so that exams are monitored for simply unfair or unethical question asking (expectation of concepts taught outside the scope of the class or not mentioned in notes provided to students). At the very least, this solution is worth experimenting with for one semester to gauge student response.
I had a pleasure to listen to Dr. Virginia talks during the 27th (Dallas) and the 28th (Geneva) Texas Symposiums on Relativistic Astrophysics. It was exciting and very inspiring. Thank you very much for this great film. I'll post it for my physics students.
Finally I have found what I love 😋 So excited for fall 2019, when I will get to work on such things in my Physics Education Research PhD. *****drumrolls ******
