Launch Event

Total Page:16

File Type:pdf, Size:1020Kb

Launch Event The Human Mind Project Launch Event 12 December 2013 Senate House, London The Human Mind Project highlights the contribution of the arts and humanities to the study of human nature, and the importance of a comprehensive, interdisciplinary approach to understanding the mind, integrating science and the humanities. Programme 12.30-13.10 Sandwich lunch (Gordon Room, G34, Ground Floor) 13:30-16:30 Workshop (Court Room, First Floor) The Concept of Mind 2013 Chaired by Barry Smith, Institute of Philosophy, School of Advanced Study, London 13:30-14:30 THE NATURE OF HUMAN NATURE Dominic Johnson, Department of Politics and International Relations, University of Oxford Ziauddin Sardar, School of Law, Middlesex University 14:30-15:30 WHAT CAN WE LEARN FROM NEUROSCIENCE? Luciano Fadiga, MD, Robotics, Brain and Cognitive Sciences, Istituto Italiano di Tecnologia, Genova, Italy Annette Karmiloff-Smith, CBE FBA FMedSci, Centre for Brain & Cognitive Development, Birkbeck, University of London 15:30-16:30 VARIETIES OF SUBJECTIVITY Rita Astuti, Department of Anthropology, LSE, London Paul Fletcher, Department of Psychiatry, University of Cambridge 16:30-17:00 Tea (Hughes Lobby, Institute of Philosophy, Second Floor) 17:00-18:00 PUBLIC DEBATE: WHAT’S SO SPECIAL ABOUT THE HUMAN MIND? (Beveridge Hall, Ground Floor) Chaired by Colin Blakemore, FRS School of Advanced Study, University of London Deidre Wilson, FBA Division of Psychology and Language Sciences, University College London Robin Dunbar, FBA Professor of Evolutionary Psychology, Department of Experimental Psychology, University of Oxford Nicola Clayton, FRS Professor of Comparative Cognition, Department of Experimental Psychology, University of Cambridge Vittorio Gallese, MD Professor of Human Physiology, Italian Institute of Technology, Brain Center for Social and Motor Cognition, Universitá di Parma, Italy 18:00 Reception (Macmillan Hall, Ground Floor) .
Recommended publications
  • Intelligence in Corvids and Apes: a Case of Convergent Evolution? Amanda Seed*, Nathan Emery & Nicola Claytonà
    Ethology CURRENT ISSUES – PERSPECTIVES AND REVIEWS Intelligence in Corvids and Apes: A Case of Convergent Evolution? Amanda Seed*, Nathan Emery & Nicola Claytonà * Department of Psychology, Max Planck Institute for Evolutionary Anthropology, Leipzig, Germany School of Biological & Chemical Sciences, Queen Mary University of London, London, UK à Department of Experimental Psychology, University of Cambridge, Cambridge, UK (Invited Review) Correspondence Abstract Nicola Clayton, Department of Experimental Psychology, University of Cambridge, Downing Intelligence is suggested to have evolved in primates in response to com- Street, Cambridge CB23EB, UK. plexities in the environment faced by their ancestors. Corvids, a large- E-mail: [email protected] brained group of birds, have been suggested to have undergone a con- vergent evolution of intelligence [Emery & Clayton (2004) Science, Vol. Received: November 13, 2008 306, pp. 1903–1907]. Here we review evidence for the proposal from Initial acceptance: December 26, 2008 both ultimate and proximate perspectives. While we show that many of Final acceptance: February 15, 2009 (M. Taborsky) the proposed hypotheses for the evolutionary origin of great ape intelli- gence also apply to corvids, further study is needed to reveal the selec- doi: 10.1111/j.1439-0310.2009.01644.x tive pressures that resulted in the evolution of intelligent behaviour in both corvids and apes. For comparative proximate analyses we empha- size the need to be explicit about the level of analysis to reveal the type of convergence that has taken place. Although there is evidence that corvids and apes solve social and physical problems with similar speed and flexibility, there is a great deal more to be learned about the repre- sentations and algorithms underpinning these computations in both groups.
    [Show full text]
  • Female Fellows of the Royal Society
    Female Fellows of the Royal Society Professor Jan Anderson FRS [1996] Professor Ruth Lynden-Bell FRS [2006] Professor Judith Armitage FRS [2013] Dr Mary Lyon FRS [1973] Professor Frances Ashcroft FMedSci FRS [1999] Professor Georgina Mace CBE FRS [2002] Professor Gillian Bates FMedSci FRS [2007] Professor Trudy Mackay FRS [2006] Professor Jean Beggs CBE FRS [1998] Professor Enid MacRobbie FRS [1991] Dame Jocelyn Bell Burnell DBE FRS [2003] Dr Philippa Marrack FMedSci FRS [1997] Dame Valerie Beral DBE FMedSci FRS [2006] Professor Dusa McDuff FRS [1994] Dr Mariann Bienz FMedSci FRS [2003] Professor Angela McLean FRS [2009] Professor Elizabeth Blackburn AC FRS [1992] Professor Anne Mills FMedSci FRS [2013] Professor Andrea Brand FMedSci FRS [2010] Professor Brenda Milner CC FRS [1979] Professor Eleanor Burbidge FRS [1964] Dr Anne O'Garra FMedSci FRS [2008] Professor Eleanor Campbell FRS [2010] Dame Bridget Ogilvie AC DBE FMedSci FRS [2003] Professor Doreen Cantrell FMedSci FRS [2011] Baroness Onora O'Neill * CBE FBA FMedSci FRS [2007] Professor Lorna Casselton CBE FRS [1999] Dame Linda Partridge DBE FMedSci FRS [1996] Professor Deborah Charlesworth FRS [2005] Dr Barbara Pearse FRS [1988] Professor Jennifer Clack FRS [2009] Professor Fiona Powrie FRS [2011] Professor Nicola Clayton FRS [2010] Professor Susan Rees FRS [2002] Professor Suzanne Cory AC FRS [1992] Professor Daniela Rhodes FRS [2007] Dame Kay Davies DBE FMedSci FRS [2003] Professor Elizabeth Robertson FRS [2003] Professor Caroline Dean OBE FRS [2004] Dame Carol Robinson DBE FMedSci
    [Show full text]
  • Fighting Economic Crime - a Shared Responsibility!
    THIRTY-SEVENTH INTERNATIONAL SYMPOSIUM ON ECONOMIC CRIME SUNDAY 1st SEPTEMBER - SUNDAY 8th SEPTEMBER 2019 JESUS COLLEGE, UNIVERSITY OF CAMBRIDGE Fighting economic crime - a shared responsibility! Centre of Development Studies The 37th Cambridge International Symposium on Economic Crime Fighting economic crime- a shared responsibility! The thirty-seventh international symposium on economic crime brings together, from across the globe, a unique level and depth of expertise to address one of the biggest threats facing the stability and development of all our economies. The overarching theme for the symposium is how we can better and more effectively work together in preventing, managing and combating the threat posed by economically motivated crime and abuse. The programme underlines that this is not just the responsibility of the authorities, but us all. These important and timely issues are considered in a practical, applied and relevant manner, by those who have real experience whether in law enforcement, regulation, compliance or simply protecting their own or another’s business. The symposium, albeit held in one of the world’s leading universities, is not a talking shop for those with vested interests or for that matter an academic gathering. We strive to offer a rich and deep analysis of the real issues and in particular threats to our institutions and economies presented by economic crime and abuse. Well over 700 experts from around the world will share their experience and knowledge with other participants drawn from policy makers, law enforcement, compliance, regulation, business and the professions. The programme is drawn up with the support of a number of agencies and organisations across the globe and the Organising Institutions and principal sponsors greatly value this international commitment.
    [Show full text]
  • Annual Report 2007–8
    School of Advanced Study University of London annual report 2007–8 www.sas.ac.uk he School of Advanced Study unites the Tinternationally-known research institutes in the humanities and social sciences at the centre of the University of London, maintaining and developing their resources for the benefit of the national and international scholarly community. Founded in 1994, the School has worked to develop intellectual links between its Institutes and the diverse constituencies that they represent, to foster the model of advanced study that they stand for, and to provide a focus for scholars from the widest possible backgrounds within the disciplines that it covers. Through its many activities, the unrivalled libraries of its Institutes, its electronic research resources, its Fellowship programmes, and the scholarly expertise of its members, it aims to provide an environment for the support, evaluation and pursuit of research which is accessible to postgraduate and senior members of all Higher Education institutions in the United Kingdom and abroad. Cover image: Photograph by Oliver Blaiklock, winning entry in the 2008 University of London photography competition. Copyright University of London. Unless otherwise stated, all other images are also copyright of the University of London Contents I SCHOOL ACTIVITIES I SCHOOL I SCHOOL ACTIVITIES Dean’s Foreword.................................................................................................................................. 4 Governance ..........................................................................................................................................
    [Show full text]
  • Response Rate Was 81.98%; Very Good, and Near the Record of 85.4% (Section 3);
    SLS/BIALL Academic Law Library Survey 2013/2014 David Gee Deputy Librarian Institute of Advanced Legal Studies, School of Advanced Study, University of London By-line This is the latest report analysing the results of the Society of Legal Scholars and BIALL Survey. It has been written by David Gee, Deputy Librarian at the Institute of Advanced Legal Studies, School of Advanced Study, University of London Summary of key findings The response rate was 81.98%; very good, and near the record of 85.4% (section 3); There was a marked increase again in new universities enrolling PhD and MPhil students (section 5); 22% of respondents failed to meet the SLS Statement of Standards 3.1 on space and physical facilities, through not housing all relevant collections in one place (section 6); The ratio of students to seats continued to worsen to its least favourable since statistics were first collected in the 1990s, with a median of 6.42 students to every seat in study areas by the law collection and a mean of 9.07 students per seat. Some respondents noted the difficulty of accurately identifying such seating where the law collection is just one of many collections or activity areas on a particular floor of the library building (section 7); On the other hand, the ratio of students to PC workstations located adjacent to the law collections and in the law school has improved, although some respondents noted difficulties when trying to identify accurately the number of PC workstations earmarked specifically for the use of law students (section 8); WiFi access was almost universally available within libraries in general, but less frequently available in the law collection itself (section 8); 24% of respondents reported an increase in the number of visits to the law library; 64% said numbers were constant and 12% reported a fall (section 9); The results for term-time weekday opening indicate that there has been a significant increase in the number of libraries open for longer and a marked increase in the number of libraries opening for more than 100 hours per week.
    [Show full text]
  • Download Download
    314 Amicus Curiae, Series 2, Vol 2, No 3, 314-333 BLACKSTONE’S TOWER IN CONTEXT FIONA COWNIE School of Law, Keele University, & Institute of Advanced Legal Studies, School of Advanced Study, London University EMMA JONES School of Law, University of Sheffield Abstract This article contextualizes the contribution of Blackstone’s Tower within the discipline of law, arguing that its publication was both significant and radical at a time when research into legal education was much less well-developed within the legal academy than it is today. Twining’s approach, acting as a ‘tour guide’, was also important in a period when the ‘private life’ of the English university law school was virtually unexamined. This article also highlights the ways in which the other contributions to this special edition demonstrate the continuities and changes that have occurred within legal education since Blackstone’s Tower was published. Keywords: legal education. law schools; legal scholarship; legal research; William Twining. [A] THE CONTEMPORARY CONTEXT hen William Twining delivered the Hamlyn Lectures in 1994, Wunder the title ‘Blackstone’s Tower: the English Law School’, it was an event which not only reflected his own eminence as a scholar, but one which held considerable significance for the sub-discipline of legal education. The prestigious Hamlyn lectures, of which Professor Twining’s was the 46th series, were established in 1948 to fulfil the terms of the Hamlyn Trust, created by Miss Emma Hamlyn in memory of her father, a solicitor in Torquay. Essentially, the objectives of the Trust are to further the knowledge of the general public about the law of the UK and other European countries.
    [Show full text]
  • Quality Assurance Framework Postgraduate Teaching
    School of Advanced Study University of London Senate House Malet Street London WC1E 7HU This booklet can be made available in a range of formats. Please contact registry for further information. Quality Assurance Framework for Postgraduate Teaching with effect from October 2018 sas.ac.uk sas.ac.uk QUALITY ASSURANCE FRAMEWORK 2018–19 The Quality Assurance Agency’s mission is to safeguard standards and improve the quality of UK higher education. Its kitemark assures students that the School of Advanced Study, University of London has undergone a review and achieved a successful result through an independent quality assurance process. Quality Assurance Framework 2018–19: Contents CONTENTS STUDENT CHARTER .......................................................................................................................... 4 SECTION 1. Academic Standards and Quality Assurance ............................................................................ 6 2. Exercise of responsibility in the School ..................................................................................... 7 The Board Academic Quality and Standards Committee Higher Degrees Committee Research Degrees Committee The Dean 3. Provision of information and admission of Students .................................................................. 9 4. Quality Assurance Procedures: Postgraduate Taught Degrees ............................................... 11 Institute Higher Degrees Committees Boards of Examiners Board of Examiners for Distance Learning programmes External
    [Show full text]
  • Annual Report for the Year Ended 30 April 2018
    Annual Report for the year ended 30 April 2018 Annual Report 2018 1 Our core purpose is to advance learning, knowledge and research worldwide. How we fulfil this is evolving as we engage with researchers, students and teachers digitally to help solve their problems. Increasingly we fulfil our purpose by helping unlock their potential with the best learning and research solutions. Click the icon to jump to the contents page Contents About us 2 Vice-Chancellor’s introduction 4 Chief Executive’s overview 5 Academic publishing 8 Cambridge English Language Teaching 12 Educational publishing 16 People and values 20 Awards and prizes 22 Abstract of the Financial Statements 26 Anti-Slavery and Human Trafficking Statement 30 Statute J of the University of Cambridge: the University Press 31 Click the contents to jump to the page Annual Report 2018 1 About us The Cambridge advantage About us We are part of the University of Cambridge We work closely with other University departments, such as the research and teaching departments and Cambridge Assessment, to advance knowledge, learning and research. 1534 Cambridge University Press is the oldest media business in the world and the oldest university press. We were founded through ‘Letters Patent’, similar to a Royal Charter, granted to the University by Henry VIII in 1534. Global presence 50 offices around the world 10 hubs globally, with 90% of sales outside the UK Our people 2,710 colleagues worldwide 60% 56% outside the UK 2 Annual Report 2018 About us Academic platforms ELT platforms Education platforms 37,000,000 2,300,000 8,000,000 Downloads in 2018 User sessions per month Learning sessions in 2018 Cambridge Dictionary Online 52,000,000 Sessions per month 63 Nobel Prize winners have been published by Cambridge including Kip S Thorne, winner of the Nobel Prize in Physics 2017, and Joachim Frank, winner of the Nobel Prize in Chemistry 2017.
    [Show full text]
  • Smutty Alchemy
    University of Calgary PRISM: University of Calgary's Digital Repository Graduate Studies The Vault: Electronic Theses and Dissertations 2021-01-18 Smutty Alchemy Smith, Mallory E. Land Smith, M. E. L. (2021). Smutty Alchemy (Unpublished doctoral thesis). University of Calgary, Calgary, AB. http://hdl.handle.net/1880/113019 doctoral thesis University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission. Downloaded from PRISM: https://prism.ucalgary.ca UNIVERSITY OF CALGARY Smutty Alchemy by Mallory E. Land Smith A THESIS SUBMITTED TO THE FACULTY OF GRADUATE STUDIES IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY GRADUATE PROGRAM IN ENGLISH CALGARY, ALBERTA JANUARY, 2021 © Mallory E. Land Smith 2021 MELS ii Abstract Sina Queyras, in the essay “Lyric Conceptualism: A Manifesto in Progress,” describes the Lyric Conceptualist as a poet capable of recognizing the effects of disparate movements and employing a variety of lyric, conceptual, and language poetry techniques to continue to innovate in poetry without dismissing the work of other schools of poetic thought. Queyras sees the lyric conceptualist as an artistic curator who collects, modifies, selects, synthesizes, and adapts, to create verse that is both conceptual and accessible, using relevant materials and techniques from the past and present. This dissertation responds to Queyras’s idea with a collection of original poems in the lyric conceptualist mode, supported by a critical exegesis of that work.
    [Show full text]
  • RED Letter the Newsletter of the Reading Experience Database
    RED Letter The Newsletter of the Reading Experience Database SPRING 2007 Edited by Rosalind Crone and Katie Halsey The last few months have been busy ones at the RED nerve centre in the IT department at the Open University. Earlier this year, we were joined by three new members of the RED team: two Research Associates, Jenny McAuley and Sarah Johnson, and a data input assistant, Isabel DiVanna, who are all doing excellent work finding and entering reading experiences. Thanks to David Wong, our technical developer, our new online form is up and running, and getting lots of use, and an experimental version of our search functions has been built. We are grateful to all of you who have been using the online form to enter reading experiences, and thanks also for your feedback on it. Our trial online launch is now also complete, and we are indebted to all those who took the time to try out our search functions and complete our user feedback form. Feedback was in general positive and enthusiastic, and we will make every effort to act on your suggestions for improvements to our current version when it goes fully live in June this year. But the Reading Experience Database is not, and never will be, only about technology. It is, of course, also about the people whose enthusiasm for the project makes it possible. At the heart of the project is the individual reading experience, and we are, as always, extremely grateful to all our volunteers who have been busily entering a wide range of fascinating material, from the reading experiences of heavyweight Victorians such as John Ruskin, Thomas Carlyle and Charles Dickens to descriptions of the reading of more humble cobblers, butchers and printers.
    [Show full text]
  • Student Terms and Conditions 2019–2020
    School of Advanced Study, University of London : Student Terms and Conditions 2019-20 (2018) Student terms and conditions 2019–2020 sas.ac.uk School of Advanced Study, University of London : Student Terms and Conditions 2019-20 (2018) Table of Contents Important information regarding the Terms and Conditions 3 1 INTRODUCTION 3 2 APPLICATION 6 3 EVIDENCE OF QUALIFICATIONS 6 4 OFFERS 6 5 CHANGES TO AN OFFER 7 6 ACCEPTANCE OF AN OFFER 7 7 CHANGES TO THE PROGRAMME 7 8 STUDYING ON THE PROGRAMME 8 9 FEE PAYMENT AND PAYMENT METHODS 8 10 TUITION FEES 9 11 STUDENT WITHDRAWAL OR INTERRUPTION OF STUDIES 9 12 PAYMENT OF FEES BY A THIRD PARTY 9 13 NON-PAYMENT OF FEES 9 14 LIABILITY 10 15 YOUR RIGHT TO CANCEL 10 16 COMPLAINTS PROCEDURES 11 17 DISCIPLINARY OFFENCES 12 18 INTELLECTUAL PROPERTY 12 19 DATA PROTECTION 12 20 GENERAL 12 School of Advanced Study, University of London : Student Terms and Conditions 2019-20 (2018) IMPORTANT INFORMATION REGARDING THE TERMS AND CONDITIONS About this document Last revised 13 June 2019 The study of programmes through other Central Academic bodies of the University of London or at member institutions of the federal University of London are governed by separate Student Terms and Conditions. (Other Central Academic Bodies of the University of London are University of London Worldwide and the University of London Institute in Paris). See the individual websites for further information. 1 INTRODUCTION 1.1 These terms and conditions (“Terms and Conditions”) represent an agreement between the University (“us”, “we” or “our”) and you (“you” or “your”) for this Academic Year.
    [Show full text]
  • Introduction the Birth of a New Science Is Long, Drawn Out, and Often Fairly Messy
    Cambridge University Press 978-1-108-72746-4 — How to Study Animal Minds Kristin Andrews Excerpt More Information How to Study Animal Minds 1 Introduction The birth of a new science is long, drawn out, and often fairly messy. Comparative psychology has its roots in Darwin’s Descent of Man, was ferti- lized in academic psychology departments, and has branched across the uni- versities into departments of biology, anthropology, primatology, zoology, and philosophy. Both the insights and the failings of comparative psychology are making their way into contemporary discussions of artificial intelligence and machine learning (Chollett 2019; Lapuschkin et al. 2019; Watson 2019). It is the right time to turn a philosophical lens onto the methodologies of comparative psychology. That is the aim of this Element. Comparative psychology is the umbrella covering the different ways scien- tists study animal mind and behavior. Comparative psychologists study animal behavior and mentality, including the mechanisms and inner states that allow crows to form hooks, vervet monkeys to give warnings, crabs to make trade-off decisions, and humans to use language. While focus is on the similarities and differences between different species, capacities are often studied in terms of their evolutionary history, development, and current ecological or cultural context. What this entails is that comparative psychologists have a range of different kinds of training, different areas of expertise, and different research questions. One comparative cognition researcher compares children and dogs on causal reasoning abilities (Daphna Buchsbaum), another looks at memory in corvids (Nicola Clayton). An animal behaviorist examines raccoon territories in a city (Suzanne MacDonald).
    [Show full text]