Curiosity is a wonder of the human mind. It goes to the heart of modernity, as a driving force for learning, novel insights, and innovation, both for individuals and communities. In societies dependent on science and development, finding out what promotes or hampers curiosity and wonder in school curricula and science education is accordingly essential. In this conceptual article, I suggest a framework for curiosity-based science education and I explore options for its wellbeing and development during preschool, preadolescence, and adolescence. (...) In preschool, curiosity and wonder are triggered by perceptive beauty rather than by facts, and a method emphasizing maximism as a complementary factor in preschool science education is proposed. In prepuberty, curiosity is encouraged by exploring the diversity of the world. Facts and clear-cut knowledge constitute a firm foundation for scientific thinking. In high school, curiosity is ignited by means of a better balance between models and phenomenology. Criticism has arisen over the one-sided use of models in high school science education, which limits scientific thinking to frameworks defined by the actual model. Possible solutions to maintain students’ curiosity and ideas to improve the balance between phenomenology and models are discussed. (shrink)

The field of consciousness studies has been an area of active research for well over a century. Perhaps more than any other field, it has proven to be a magnet for numerous disciplines: from philosophy and religion to neuroscience and psychology, to social sciences and more. Even quantum physics has claimed to offer important insights that explain the mystery of subjective experience. Today, consciousness studies are a thriving area of research with numerous theoretical perspectives to its credit. Yet the “hard (...) problem” of subjective experience remains unsolved. There is still no general theory of consciousness that would synthesize the extensive aggregation of theoretical perspectives and empirical facts. -/- The article offers an explanation for this obvious anomaly. It argues that the failure of one of the most active fields of inquiry is a result of the dominance of the anthropocentric tendency in consciousness studies. The article starts by offering a critical overview of the prevalent theoretical approaches in the field. It tries to show the pervasive influence of anthropocentrism. The article also outlines a new perspective that escapes this insidious influence. The focus of the new perspective is not on specific functions and aspects of consciousness, as in all currently dominant approaches, but on the process that has been involved in their formulation. The focus offers a possibility to view consciousness from the perspective that does not rely on mental constructs created by humans. The perspective also offers a critically informed point of observation that does not depend on human choices. (shrink)

The costs of doing science have no longer been limited to investments or expenditures in relation to scientific experiments or conducts.

Development has been themain strategy in addressing the problemof sustainability since at least the mid-1980s. The results of this strategy have been mixed, if not disappointing. In their objections to this approach, critics frequently invoke constraints imposed by physical reality of which the most important one is entropy production. They question the belief that technological innovations are capable of solving the problem of sustainability. Is development the right response to this problem and is the current course capable of attaining sustainability? (...) The article examines closely and critiques the principal theoretical objection to sustainable development that emphasizes physical constraints, and more specifically entropy production. It also offers a critique of the current approach to sustainable development. The article advocates a systems approach as a way to anchor a broad consensus in the ongoing sustainability debates. (shrink)

The paper seeks to make a contribution towards a better understanding of the current global political unrest. It argues that this unrest reflects ongoing tensions between hierarchical and non-hierarchical interactions. It also argues that the opposition between hierarchical and non-hierarchical interactions is not ontological but rather is rooted in the way we approach reality and is, therefore, subject to our control. The tendency to exclude the process of construction from our frame of vision is characteristic for the view of reality (...) that is dominant in our civilization. Contemporary theoretical perspectives that include, but are not limited to, systems theory, complexity theory, theory of self-organization, emergence theory and autopoiesis have much to offer in addressing and resolving this problem. The paper outlines some general organizing principles that should be part of this solution. (shrink)