Category: "Featured Blogs"

Consciousness and its Brain: a New Paradigm by John Smythies M.D.

August 7th, 2008


This essay presents an account of a new paradigm in physics, cosmology and neuroscience that involves a change in our concepts of space, time and consciousness. This is a variation of brane theory in physics. It has been fitfully developed for a periond of over 300 years by various scientists and philosophers including Henry More, Joseph Priestly, C.D. Broad, H.H. Price, Bertrand Russell, Bernard Carr, and myself. The theory suggests that the real universe has more than 3 space (or 4 space-time) dimensions. It distinguishes the phenomenal space B of a person’s consciousness from physical space A, as two different cross-sections of a common higher-dimensional space.

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Towards a Materialistic Resolution of the "Hard Problem" of Consciousness - An interview with Haim D. Heilprin, Ph.D.

September 28th, 2008

Let us begin with what is arguably the toughest question of all, the question of subjective experience. Please pardon my skepticism, but it is my understanding that you purport to offer an explanation to the "hard problem" of consciousness…

Yes. The nature of consciousness is one of the most fundamental enigmas of science, on par with the ultimate nature of matter. Yet unlike the study of any other scientific subject, in the case of consciousness we seem to be clueless even as to where to begin our investigation. It's as if consciousnesses lies beyond the scope of science, or indeed, as some argue, even beyond the scope of our intellectual grasp.

I believe that we can understand consciousness, and that the answer to this enigma lies with the consistent application of Occam's razor to the plain facts at hand. I start out with a few necessary postulates which, following a short and rather straightforward mental expedition, nonetheless lead to one the most profound conceptual revolutions in the history of science.

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The Myth of Intelligence by Henry D. Schlinger Ph.D.

October 1st, 2008


Since the beginning of the 20th century, intelligence has been conceptualized
as a qualitatively unique faculty (or faculties) with a relatively fixed
quantity that individuals possess and that can be tested by conventional
intelligence tests. Despite the logical errors of reification and circular
reasoning involved in this essentialistic conceptualization, this view
of intelligence has persisted until the present, with psychologists still
debating how many and what types of intelligence there are. This paper
argues that a concept of intelligence as anything more than a label for
various behaviors in their contexts is a myth and that a truly scientific
understanding of the behaviors said to reflect intelligence can come only
from a functional analysis of those behaviors in the contexts in which
they are observed. A functional approach can lead to more productive methods
for measuring and teaching intelligent behavior.
Copyright Psychological Record Winter 2003

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