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I've recently been digging into the writings of George Mobus on the subject of "Sapience." Mobus begins by asking himself and his readers "If we are such a clever species, why is the world the way it is, and heading in such a bad direction?"
His answer is that most humans, even very intelligent and clever ones, have too little "sapience."
"Sapience" is Mobus' term for a human attribute that is a combination of judgement (based on life experiences), moral sense (primarily altruism, thinking about the welfare of the group as well as of yourself), taking a long view of the future (strategic perspective), and systems perspective. He thinks that sapience is present in all humans, but very unevenly distributed with a few people having a lot and most people having little. More
I have a long-standing interest in the use of data in education, so I've been reading with interest several articles and a book concerned with the so-called "Fourth Paradigm" of science, in which insights are wrested from vast troves of existing data. The Fourth Paradigm is envisioned as a new method of pushing forward the frontiers of knowledge, enabled by new technologies for gathering, manipulating, analyzing and displaying data. The term seems to have originated with Jim Gray, a Technical Fellow and visionary at Microsoft's eScience group, who was lost at sea in 2007. The first three paradigms, in this view, would be empirical observation and experimentation, analytical or theoretical approaches, and computational science or simulation. Earth and Environmental Sciences are well represented in the book, with essays on data-rich ecological science, ocean science, and space science.
I am finding these readings very stimulating and worthwhile. But I question whether this way of making meaning from the complexity of nature is really so new. More
In contrast, many of my colleagues concerned with the quality of science education in other disciplines moan and groan about how hard it is to get college faculty to pay attention to research on learning or to change their teaching practice. So how–by what mechanism–does the Cutting Edge approach work? Here's an idea. More
By way of introduction at the meeting, we were asked to provide three minutes of advice to the President as to how he could help improve STEM higher education and in particular the preparation of students for the STEM workforce. Here is my response. There were lots of people at the meeting who could speak to the general question, so I spoke from the point of view of helping faculty be better teachers. More
In the context of Earth & Mind, John's death has gotten me to thinking about how many different talents are needed to push back the frontiers of knowledge in geosciences...and to wondering whether we are recruiting and fostering the necessary range of talents in the next generation. More