The document discusses the emergence and characteristics of modern humans. It notes that modern humans evolved around 200,000 years ago and are characterized by their large brain size and capacity for abstract thought. The document also examines the rapid acceleration in human innovation and invention that began around 50,000 years ago, including complex tools, art, and music, as compared to the slow, incremental progress of earlier human species. This behavioral modernity is argued to be a key distinguishing feature of modern humans.
Fusion of Libraries and the Web: Subject-based Information Retrieval in the W...Yoji Kiyota
The 2008 annual meeting of the Committee on Japanese Materials (CJM), Council on East Asian Libraries (CEAL), Association for Asian Studies (AAS), Hyatt Regency Atlanta, Georgia, USA, April, 2008.
Design phenomenon Interpretation In view of Idealism PhilosophyFtma hndy
This search is a PhD Search.
Registered 9/7/2017
"Industrial design department - faculty of applied arts - Helwan university" - Egypt
This search passed the first candidating
for DAAD scholarship by "The German science day 2017 "
Fusion of Libraries and the Web: Subject-based Information Retrieval in the W...Yoji Kiyota
The 2008 annual meeting of the Committee on Japanese Materials (CJM), Council on East Asian Libraries (CEAL), Association for Asian Studies (AAS), Hyatt Regency Atlanta, Georgia, USA, April, 2008.
Design phenomenon Interpretation In view of Idealism PhilosophyFtma hndy
This search is a PhD Search.
Registered 9/7/2017
"Industrial design department - faculty of applied arts - Helwan university" - Egypt
This search passed the first candidating
for DAAD scholarship by "The German science day 2017 "
An alternative perspective on educational reform that suggests Higher Order SENSORY Skills as well as Higher Order Thinking skills as a curriculum modality that tackles the question, "What does it mean to be human and alive."
#1 Introduction – How people learn122701EPISODE #1 I.docxkatherncarlyle
#1 Introduction – How people learn
12/27/01
EPISODE #1 INTRODUCTION CHAPTER
HOW PEOPLE LEARN:
INTRODUCTION TO LEARNING THEORIES
Developed by Linda-Darling Hammond,
Kim Austin, Suzanne Orcutt, and
Jim Rosso
Stanford University School of Education 1
The Learning Classroom: Theory into Practice
A Telecourse for Teacher Education and Professional Development
1 Copyright 2001, Stanford University
#1 Introduction – How people learn p. 2
EPISODE #1: INTRODUCTION CHAPTER
HOW PEOPLE LEARN: INTRODUCTION TO LEARNING THEORIES
I. UNIT OVERVIEW
HISTORY OF LEARNING THEORY
I believe that (the) educational process has two sides—one psychological
and one sociological. . . Profound differences in theory are never
gratuitous or invented. They grow out of conflicting elements in a
genuine problem.
John Dewey, In Dworkin, M. (1959) Dewey on Education pp. 20, 91
PHILOSOPHY-BASED LEARNING THEORY
People have been trying to understand learning for over 2000 years. Learning
theorists have carried out a debate on how people learn that began at least as far back as
the Greek philosophers, Socrates (469 –399 B.C.), Plato (427 – 347 B.C.), and Aristotle
(384 – 322 B.C). The debates that have occurred through the ages reoccur today in a
variety of viewpoints about the purposes of education and about how to encourage
learning. To a substantial extent, the most effective strategies for learning depend on
what kind of learning is desired and toward what ends.
Plato and one of his students, Aristotle, were early entrants into the debate about
how people learn. They asked, “Is truth and knowledge to be found within us
(rationalism) or is it to be found outside of ourselves by using our senses (empiricism)?”
Plato, as a rationalist, developed the belief that knowledge and truth can be discovered by
self-reflection. Aristotle, the empiricist, used his senses to look for truth and knowledge
in the world outside of him. From his empirical base Aristotle developed a scientific
method of gathering data to study the world around him. Socrates developed the dialectic
method of discovering truth through conversations with fellow citizens (Monroe, 1925).
Inquiry methods owe much of their genesis to the thinking of Aristotle and others who
followed this line of thinking. Strategies that call for discourse and reflection as tools for
developing thinking owe much to Socrates and Plato.
#1 Introduction – How people learn p. 3
The Romans differed from the Greeks in their concept of education. The meaning
of life did not intrigue them as much as developing a citizenry that could contribute to
society in a practical way, for building roads and aqueducts. The Romans emphasized
education as vocational training, rather than as training of the mind for the discovery of
truth. Modern vocational education and apprenticeship methods are reminiscent of the
Roman approach to education. As we wil ...
Is it true that most scientists are atheist, that Christianity inimical to science, and that science turns believers into unbelievers? In this lecture, we discuss what scientists really believe, based on several surveys of U.S. scientists.
In general, my presentation will be about the relationship between Genesis 1 and 2. These two chapters form the heart of the JEPD theory of the assembly of the Torah and have been used for more than a century, at least since Julius Wellhausen, to undermine the inspiration and authority of the Bible. We will show that if you let the words mean what they normally would, the relationship between Genesis 1 & 2 becomes completely plausible. Unlike conventional thinking, Genesis 2 is not a rehash of the creation story that ends up making the Bible contradict itself.
I will begin by asking the question, “who was Cain worried about when he says in Genesis 4:14 (NASB) “Behold, You have driven me this day from the face of the ground; and from Your face I will be hidden, and I will be a vagrant and a wanderer on the earth, and whoever finds me will kill me.” In the end, by analyzing the text, we can provide a plausible answer to this question.
Lecture presented by Dr. Martin Poenie
An alternative perspective on educational reform that suggests Higher Order SENSORY Skills as well as Higher Order Thinking skills as a curriculum modality that tackles the question, "What does it mean to be human and alive."
#1 Introduction – How people learn122701EPISODE #1 I.docxkatherncarlyle
#1 Introduction – How people learn
12/27/01
EPISODE #1 INTRODUCTION CHAPTER
HOW PEOPLE LEARN:
INTRODUCTION TO LEARNING THEORIES
Developed by Linda-Darling Hammond,
Kim Austin, Suzanne Orcutt, and
Jim Rosso
Stanford University School of Education 1
The Learning Classroom: Theory into Practice
A Telecourse for Teacher Education and Professional Development
1 Copyright 2001, Stanford University
#1 Introduction – How people learn p. 2
EPISODE #1: INTRODUCTION CHAPTER
HOW PEOPLE LEARN: INTRODUCTION TO LEARNING THEORIES
I. UNIT OVERVIEW
HISTORY OF LEARNING THEORY
I believe that (the) educational process has two sides—one psychological
and one sociological. . . Profound differences in theory are never
gratuitous or invented. They grow out of conflicting elements in a
genuine problem.
John Dewey, In Dworkin, M. (1959) Dewey on Education pp. 20, 91
PHILOSOPHY-BASED LEARNING THEORY
People have been trying to understand learning for over 2000 years. Learning
theorists have carried out a debate on how people learn that began at least as far back as
the Greek philosophers, Socrates (469 –399 B.C.), Plato (427 – 347 B.C.), and Aristotle
(384 – 322 B.C). The debates that have occurred through the ages reoccur today in a
variety of viewpoints about the purposes of education and about how to encourage
learning. To a substantial extent, the most effective strategies for learning depend on
what kind of learning is desired and toward what ends.
Plato and one of his students, Aristotle, were early entrants into the debate about
how people learn. They asked, “Is truth and knowledge to be found within us
(rationalism) or is it to be found outside of ourselves by using our senses (empiricism)?”
Plato, as a rationalist, developed the belief that knowledge and truth can be discovered by
self-reflection. Aristotle, the empiricist, used his senses to look for truth and knowledge
in the world outside of him. From his empirical base Aristotle developed a scientific
method of gathering data to study the world around him. Socrates developed the dialectic
method of discovering truth through conversations with fellow citizens (Monroe, 1925).
Inquiry methods owe much of their genesis to the thinking of Aristotle and others who
followed this line of thinking. Strategies that call for discourse and reflection as tools for
developing thinking owe much to Socrates and Plato.
#1 Introduction – How people learn p. 3
The Romans differed from the Greeks in their concept of education. The meaning
of life did not intrigue them as much as developing a citizenry that could contribute to
society in a practical way, for building roads and aqueducts. The Romans emphasized
education as vocational training, rather than as training of the mind for the discovery of
truth. Modern vocational education and apprenticeship methods are reminiscent of the
Roman approach to education. As we wil ...
Is it true that most scientists are atheist, that Christianity inimical to science, and that science turns believers into unbelievers? In this lecture, we discuss what scientists really believe, based on several surveys of U.S. scientists.
In general, my presentation will be about the relationship between Genesis 1 and 2. These two chapters form the heart of the JEPD theory of the assembly of the Torah and have been used for more than a century, at least since Julius Wellhausen, to undermine the inspiration and authority of the Bible. We will show that if you let the words mean what they normally would, the relationship between Genesis 1 & 2 becomes completely plausible. Unlike conventional thinking, Genesis 2 is not a rehash of the creation story that ends up making the Bible contradict itself.
I will begin by asking the question, “who was Cain worried about when he says in Genesis 4:14 (NASB) “Behold, You have driven me this day from the face of the ground; and from Your face I will be hidden, and I will be a vagrant and a wanderer on the earth, and whoever finds me will kill me.” In the end, by analyzing the text, we can provide a plausible answer to this question.
Lecture presented by Dr. Martin Poenie
Biblical archaeology is the “show me” of Christian apologetics. After a brief introduction of the discipline of archaeology, we examine key archaeological finds of the Old and New Testaments. For each find, we present the significance of it, key attributes including discovery, location and type, and how scripture is confirmed by the find.
In this session, we introduce the topic of archaeology and more specifically, biblical archaeology. Following the introduction, we discuss three significant finds: the House of David Inscription, the Moabite Stone, and the City of Jericho. As with all of the finds, we discuss how these specific archaeology finds confirm information found in the Bible.
Lecture presented by Dan Britton.
What is Science?
For much of the last century, Science has held a pre-eminent place of authority to many people around the globe, a place once held by religious leaders. This is no accident. Many scientists claim that Science has replaced religion as the source of ultimate truth about our world.
Thus, it is worthwhile to examine this claim. What is science? How did it get here? What assumptions does it make? Is it worldview neutral as many claim? What is the nature of scientific proof? What kinds of proof exist and how do we determine which is the correct kind?
As a professional scientist and science educator, I have seen first hand that we do NOT teach this to our students, except in optional electives that are not advertised well. Therefore, we have generations of scientists growing up with unclear understandings of the philosophy and history of their own field, and it is affecting the quality of the scientific endeavor.
Lecture presented by Dr. Robb Wilson
Everyone has a set of beliefs and values that form a framework and set of “lenses” through which the data of life and the world around us is assessed. Our task is to determine what is true and to live in step with that truth.
The Christian Worldview is the one worldview that rings the truest with the known facts of science and life. This class will focus on the latest in this area and review summary “take-aways” that will help Christians defend the faith.
Lecture presented by John Weber
Atheists often promote the idea that the universe, the Earth, and human beings are not unique or special in any way, but are ordinary, meaningless natural byproducts of indifferent forces of nature. This is sometimes referred to as the principle of mediocrity.
The best refutation of this is the extraordinary amount of fine-tuning of the laws and parameters of the universe that gave rise to human life. In other words, the universe is exactly the way it needs to be for you to be here, but the odds against that happening are staggering. The three explanations for this degree of fine-tuning are: chance, necessity, or design.
In this lecture, I describe the laws and parameters of the universe that are finely tuned for human life and show that design is the best explanation for them.
For two thousand years, secular science held that the universe was eternal — no beginning, no end. This was clearly at odds with opening words of the Bible: “In the beginning… ”
However, that all began to change in the 20th century, with new evidence showing that the universe was not eternal, but had a beginning. By the late 1960s, with the strongest evidence yet, science had come to agree with the Bible that the universe was in fact created.
In this lecture, Dr. Salviander will present the logical argument and the scientific evidence for a created universe, and will show that the best explanation for it is the God of the Bible.
For accompanying notes, see:
https://hcbcapologetics.com/2018/01/21/god-and-the-big-bang/
The Rare Earth hypothesis argues that the emergence of complex life on Earth required an improbable combination of astrophysical and geophysical events and circumstances.
Presented by Dr. Dennis Wilson
In this lecture, we explore whether and where science and religion intersect, and if there’s harmony or hostility between God’s word (the Bible) and God’s world (science).
Presentation by Dr. Dennis Wilson
How we can use science to: show the beauty and majesty of God’s creation; emphasize that the same God who created everything from subatomic particles to galaxies also created us; that there is harmony between scripture and science i.e. dual revelation.
Presentation by Ed LaBelle
Historical evidence for the authenticity of the BibleSarah Salviander
Evidence is presented to support the New Testament as a reliable record of the ministry of Jesus and of the early Christian church. The means by which the New Testament has been preserved are also examined. Presentation by John Darms.
The Intersection of philosophy, science, and theologySarah Salviander
We compare the religions of Christianity and modern secularism -- their philosophies, science, and theologies -- in light of internal consistency, consistency with the world, and the fruit they bear.
The evidence over the last century indicates that the religion of modern secularism has been a disaster for humankind, and that Christianity is the best option if humans are to survive and thrive.
The Intersection of Philosophy, Science, and TheologySarah Salviander
A comparison of the religions of Christianity and modern secularism — their philosophies, science, and theologies — in light of internal consistency, consistency with the world, and the fruit they bear.
The evidence over the last century indicates that the religion of modern secularism has been a disaster for humankind, and that Christianity is the best option if humans are to survive and thrive.
The Chakra System in our body - A Portal to Interdimensional Consciousness.pptxBharat Technology
each chakra is studied in greater detail, several steps have been included to
strengthen your personal intention to open each chakra more fully. These are designed
to draw forth the highest benefit for your spiritual growth.
What Should be the Christian View of Anime?Joe Muraguri
We will learn what Anime is and see what a Christian should consider before watching anime movies? We will also learn a little bit of Shintoism religion and hentai (the craze of internet pornography today).
Homily: The Solemnity of the Most Holy Trinity Sunday 2024.docxJames Knipper
Countless volumes have been written trying to explain the mystery of three persons in one true God, leaving us to resort to metaphors such as the three-leaf clover to try to comprehend the Divinity. Many of us grew up with the quintessential pyramidal Trinity structure of God at the top and Son and Spirit in opposite corners. But what if we looked at this ‘mystery’ from a different perspective? What if we shifted our language of God as a being towards the concept of God as love? What if we focused more on the relationship within the Trinity versus the persons of the Trinity? What if stopped looking at God as a noun…and instead considered God as a verb? Check it out…
The PBHP DYC ~ Reflections on The Dhamma (English).pptxOH TEIK BIN
A PowerPoint Presentation based on the Dhamma Reflections for the PBHP DYC for the years 1993 – 2012. To motivate and inspire DYC members to keep on practicing the Dhamma and to do the meritorious deed of Dhammaduta work.
The texts are in English.
For the Video with audio narration, comments and texts in English, please check out the Link:
https://www.youtube.com/watch?v=zF2g_43NEa0
Lesson 9 - Resisting Temptation Along the Way.pptxCelso Napoleon
Lesson 9 - Resisting Temptation Along the Way
SBs – Sunday Bible School
Adult Bible Lessons 2nd quarter 2024 CPAD
MAGAZINE: THE CAREER THAT IS PROPOSED TO US: The Path of Salvation, Holiness and Perseverance to Reach Heaven
Commentator: Pastor Osiel Gomes
Presentation: Missionary Celso Napoleon
Renewed in Grace
In Jude 17-23 Jude shifts from piling up examples of false teachers from the Old Testament to a series of practical exhortations that flow from apostolic instruction. He preserves for us what may well have been part of the apostolic catechism for the first generation of Christ-followers. In these instructions Jude exhorts the believer to deal with 3 different groups of people: scoffers who are "devoid of the Spirit", believers who have come under the influence of scoffers and believers who are so entrenched in false teaching that they need rescue and pose some real spiritual risk for the rescuer. In all of this Jude emphasizes Jesus' call to rescue straying sheep, leaving the 99 safely behind and pursuing the 1.
The Book of Joshua is the sixth book in the Hebrew Bible and the Old Testament, and is the first book of the Deuteronomistic history, the story of Israel from the conquest of Canaan to the Babylonian exile.
The Good News, newsletter for June 2024 is hereNoHo FUMC
Our monthly newsletter is available to read online. We hope you will join us each Sunday in person for our worship service. Make sure to subscribe and follow us on YouTube and social media.
3. Questions for Discussion
1. What features distinguish
“Modern Humans (MHs)” from
other animals?
– Anatomical: brain mass, bipedal
locomotion, etc.
– Artifacts: inventions, e.g. tools,
weapons, etc.
– Abstract: intelligence, knowledge,
advanced civilization …Spirit?
2. When/how did “MHs” appear?
– Was it sudden or gradual?
– Was it a single event or a
multistep process?
– Was it random, natural process or
special creation?
The fossil record is a
major stumbling block
for some Christians
Modern Humans are
homo sapien sapiens
6. The Term Human has Different Meanings
• Humans (confusing term)
– Individual of the genus Homo,
especially Homo sapiens.
– The only existing species of the
Hominid family. (this is a very
broad definition)
• Homo Sapiens
– Characterized by brain capacity
of ~ 1400 cc dependent upon
language and the creation and
utilization of complex tools
• Homo Sapien Sapiens
– Only existing species of homo
genus, subspecies of homo
sapiens, i.e. modern humans
Taxonomy: science of describing,
classifying, and naming organisms
7. • Darwinian Evolution Hypothesis: “Humans (Homo sapiens) are
primates of the Hominin family, and the only extant species of the genus
Homo.”
Hominid (Hominin) Family*
*Remember, this is
the secular, random,
undirected, approach
based on anatomy
Hominin cranial
capacity vs. time.
Encyclopedia
Britannica, Inc.
Modern humans are
Homo sapien spiens
10. What is Modern Human (MH) Intelligence?
• Intelligence* is a property of the
mind that includes:
1. Abstract thought
2. Complex ideas & inventions
3. Symbolic logic & mathematics
4. Self-awareness
5. Planning
6. Reasoning
7. Problem solving
It is dramatically
different than
animal
intelligence
*Caveat: Logical/mathematical and
verbal/linguistic intelligence
Language is critical
11. What is Animal Intelligence?
• Chimps make tools and hunt in organized groups.
Lab experiments show chimps are capable of
empathy, altruism and self-awareness.
• This dolphin in Australia uses a sponge (tool) to
protect her snout when foraging on the seafloor, a
behavior that is passed on from mother to daughter.
• This Asian elephant appears to recognize herself
in the mirror. This behavior is shared only with
humans, great apes and dolphins.
• Crows fashion tools from twigs and other bits of
debris to snare food from hard-to-reach places.
• This dog discriminated between photos of dogs
landscapes - an indication he was able to form the
concept of "dog“ (self-awareness)
Are these tools really complex inventions?
Was self-awareness motivated by reward?
12. Other Ways We Are Unique
• Creativity/innovation
– What’s the source?
– Answers from several disciplines
seem to be converging on a key
answer: language
• Language gives us easy access to
vast stores of information in the
brains of other humans.
• Collective learning - we are
like networked computers.
Language allows us to exploit
this unique characteristic
Prof David Christian
15. Special Creation Stages
• Genesis 1:26: Then God said, “Let Us make [ asah] man
in Our image, according to Our likeness; and let them
rule over the fish of the sea and over the birds of the sky
and over the cattle and over all the earth, and over every
creeping thing that creeps on the earth.
• Genesis 1:27: God created [bara] man in His own
image, in the image of God He created [bara] him; male
and female He created [bara] them.
• Genesis 2:7: Then the LORD God formed [yatsar] man
of dust from the ground, and breathed into his nostrils the
breath of life; and man became a living being.
The Hebrew word bara is often translated "create".
The Hebrew word asah is often translated "make".
The Hebrew word yatsar is often translated "form".
18. Anatomically
Modern
Humans
In paleoanthropology, anatomically
modern humans[4] (AMH) are members
of the species Homo sapiens with an
appearance consistent with modern
humans.
Anatomically modern humans evolved
about 200,000 years ago.[5]
4. Nitecki, Matthew H. and Nitecki, Doris V. (1994).
Origins of Anatomically Modern Humans. Springer.
5. Bradshaw, John L. (1997). Human Evolution: A
Neuropsychological Perspective. Psychology Press.
pp. 185–. ISBN 978-0-86377-505-5.
19. “Modern” Human Behavior vs. Anatomy
• “Within the grand scope of human* evolution,
symbolic behavior was a very recent
innovation.”
• “Before 50,000 years ago, human anatomy
and human behavior appear to have evolved
relatively slowly, more or less in concert.”
• “After 50,000 years ago, anatomical evolution
all but ceased, while behavioral evolution
accelerated dramatically.”
*In this context
human = hominid
23. • An invention is a
novel device, method,
composition or
process
• It a creative process
that requires
intelligence*.
• A discovery is a
previously unknown
product of the workings
of nature.
What is an Invention?
• We will use inventions to
measure intelligence
26. First Evidence of Complexity
“The flutes, made from bird
bone and mammoth ivory,
come from a cave in southern
Germany …”
“Scientists used carbon dating
to show that the flutes were
between 42,000 and 43,000
years old.” BBC 25 May 2012
Divje Babe flute is a
cave bear femur pierced
found in 1995 and dated
at 43,000 years ago.
First Bow and Arrow: The
earliest evidence from
Western Europe ~ 40,000
years ago. In 30,000 B.C.,
artists left cave paintings of
the bow and arrow.
Complexity generates emergent properties
Examples: crude musical instruments,
earth-fired pottery and bow and arrow.
China 18,000 years old
27. Onset Advanced Civilization
YEARS AGO Milestones more accurate
12,000 Domestication of animals
10,000 Agriculture invented
8000 Weaving
7000 Irrigation systems developed in the Middle East.
6000 First use of metals - copper smelted for making tools.
5500
Bronze, copper tin alloy, for making weapons and tools
Wheel appears in Mesopotamia by Sumerians
Writing (Cuneiform) invented by Sumerians
5000 Abacus invented by the Chinese.
Jomon pottery
dated 10,500 BC
Extensive evidence of Complexity
OnsetAdvanced
Rapid change in Mesopotamia
28. Mesopotamia: First Agrarian Civilization
1. 10,000 BC: Domestication of animals
2. 8,000 BC: Agriculture begins -
farmers settle in fertile river valleys,
produce surplus food leading to small
settlements
3. 6000 BC: Sumerians and Egyptians
use irrigation to farm large areas of
land in the fertile crescent.
4. Next Threshold: Rapid (Explosion)
of Advanced Civilizations 3,500 BC
Genesis 2:15 The Lord God took the man and put him in the Garden of Eden to work it
and take care of it.
Genesis 1:26 Then God said, "Let us make mankind in our image, in our likeness, so that
they may rule over the fish in the sea and the birds in the sky, over the livestock and all
the wild animals
29. Complex Invention in Mesopotamia
• 3300 BC – Cuneiform uses pictures for words and
inscribes them on clay tablets.
• 3300 BC – Metallurgy first bronze - an alloy of tin
and copper
• 3200 BC - Sumerians use the wheel on vehicles
• 3000 BC - Sumerians invent mathematics using a
base 60 number system
• 3000 BC - Looms for weaving fabric began
1 Kings 7:32 The four wheels were under the panels, and
the axles of the wheels were attached to the stand. The
diameter of each wheel was a cubit and a half.
Genesis 4:22 Zillah also had a son, Tubal-Cain, who forged
all kinds of tools out of bronze and iron.
2 Kings 23:7 … the quarters where women did weaving for
Asherah
34. 1. Genesis 2:7 God formed man from dust and
breathed life into him – no “image” reference
– Special creation occurs at about 50,000 YA
– “50,000 years ago, anatomical evolution all
but ceased, while behavioral evolution
accelerated dramatically.”
2. Genesis 2:8 Now the LORD God had planted a
garden in the east, in Eden; and there he put
the man he had formed.
– Modern humans settle in Mesopotamia - cradle
of civilization and fertile crescent (garden)
3. The final creation events Genesis 1:26 and 1;27
– 1:26 refers to God making man first then man
and woman – Adam was alone in the garden
Possible Explanation for Genesis Timeline
Maybe the
evidence leads
to another
explanation
36. For ~ 80,000 generations the hand ax changed very little
Oldowan (2.6M to 1.2M yr.) Acheulean (1.6M to 0.2M yr.)
37. Summary: Timeline of Major Events
No one agrees on when language
was first used. Estimates range
from ~ 2,000,000 years ago to as
recently as 40,000 years ago!
AM Humans
Modern
Humans
Genus Homo
Note: this is a logarithmic plot