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The difficulty is as follows: even if consciousness is physical, it is not clear which physical states correspond to which conscious states. The bridges between the two levels of description will be contingent, rather than necessary. This is significant because in most contexts, relating two scientific levels of descriptions (such as physics ...
However, these do not generally include physical interpretations. Whitehead [41] proposed a fundamental ontological basis for a relation consistent with James's idea of co-consciousness, in which many causal elements are co-available or "compresent" in a single event or "occasion" that constitutes a unified experience. Whitehead did not give ...
Lack of physical education is the inadequacy of the provision and effectiveness of exercise and physical activity within modern education. [1]When physical education fails to meet its goals of providing students with the knowledge base, life habits, and mindset necessary to be physically active throughout their lifetime, [2] it can lead children to adopt a sedentary lifestyle.
Modern dictionary definitions of the word consciousness evolved over several centuries and reflect a range of seemingly related meanings, with some differences that have been controversial, such as the distinction between inward awareness and perception of the physical world, or the distinction between conscious and unconscious, or the notion ...
For instance, let’s picture one accidentally cutting themself while chopping avocados. From the view of psychophysical parallelism, the physical neural reaction would not provoke the mental state of pain itself, rather pain would be triggered in coordination with the physical reaction. And so, the mind and the body do not affect each other.
The notion that quantum physics must be the underlying mechanism for consciousness first emerged in the 1990s, when Nobel Prize-winning physicist Roger Penrose, Ph.D., and anesthesiologist Stuart ...
Problem-posing education is the path to critical consciousness. Freire's work has its roots in the constructivist theory of learning, and specifically the work of Jean Piaget and John Dewey . [ citation needed ] The constructivist theory holds that knowledge is constructed by individuals by using their experiences, which is what Freire drew ...
The brain is a biological machine, and we might build an artificial machine that was conscious; just as the heart is a machine, and we have built artificial hearts. Because we do not know exactly how the brain does it we are not yet in a position to know how to do it artificially." (Biological Naturalism, 2004)