How philosophy is making me a better scientist

Shraim, Rasha

doi:10.1038/d41586-021-01103-x

Cited by 22 publications

(1 citation statement)

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“…Many also reduced science to resultant technologies like airplanes or computers (Sonam, 2019), a phenomenon also observed among American students (Thanukos et al, 2010). To combat this trend, we explored how philosophy and science inform each other (Shraim, 2021). Leveraging epistemological pluralism created space for monastics to think like a scientist while remaining Buddhist.…”

Section: Dialogue-based Learning As An Inclusive Pedagogymentioning

confidence: 99%

Dialogue-Based Learning: A Framework for Inclusive Science Education and Applied Ethics

et al. 2021

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Dialogue-based learning is an inclusive pedagogy that leverages epistemological pluralism in the classroom to enhance cross-cultural education, encourage critical thinking across modes of inquiry, and promote novel contributions in applied ethics. The framework emerged from the Buddhism-science dialogue and our experiences teaching science courses for Tibetan Buddhists in India through the Emory-Tibet Science Initiative. Buddhism and science are two modes of inquiry that emphasize critical inquiry and empiricism, yet navigating complementarities and points of friction is challenging. Our proposed framework aims to raise awareness of onto-epistemological assumptions to convert them from obstacles into assets in dialogue. In drawing attention to epistemological orientations, our framework demonstrates that receptivity to other ways of knowing fosters clarity in one’s own views while creating space for new and enriching perspectives. In this article, we contextualize the Buddhism-science dialogue, explore the development of our dialogue-based learning framework, and demonstrate its application to a novel exchange about the COVID-19 pandemic. Broader aims of the framework include increasing scientific literacy and advancing transdisciplinary research.

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Section: Dialogue-based Learning As An Inclusive Pedagogymentioning

confidence: 99%

Dialogue-Based Learning: A Framework for Inclusive Science Education and Applied Ethics

et al. 2021

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The Expressive Instinct

Kaimal

2022

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The premise of this book is that creative self-expression is as fundamental to mental health and well-being as physical exercise and nutritious food are to the body. The author seeks to explain the human instinct for creative expression: why it exists, what happens when we cannot express ourselves effectively, the sublimating role of creativity, how it aids healing, and how it can help us thrive biologically, psychologically, spiritually, and physically (including as sexual beings). The four goals of the book are as follows: (1) to dispel the idea that creativity is the domain of a select gifted few; (2) to democratize the idea of creative self-expression and share evidence from neurobiology and neuroscience on how making things, innovating, and bridging from the intangible of the imagination to the concreteness of objects promotes well-being; (3) to show how, when we face adversity and trauma to an extent that threatens our own capacity to function, working with someone like an art therapist who can serve a facilitative role can help us develop a sense of belonging and function adaptively in the world again; and (4) to provide suggestions on how the results of research on creative self-expression and well-being can be integrated into our lives and what we have to look forward to in the future.

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Kaimal

2022

The Expressive Instinct

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How philosophy is making me a better scientist

Cited by 22 publications

References 0 publications

Dialogue-Based Learning: A Framework for Inclusive Science Education and Applied Ethics

Dialogue-Based Learning: A Framework for Inclusive Science Education and Applied Ethics

The Expressive Instinct

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