Arthur I. Miller is a historian of science whose approach has been strongly influenced by current work in cognitive science, and in this book he shows how the two fields might be fruitfully linked to yield new insights into the creative process.

Arthur I. Miller is a master at capturing the intersection of creativity and intelligence. He did it with Einstein and Picasso, and now he does it with Pauli and Jung. Their shared obsession with the number 137 provides a window into their genius. --Walter Isaacson.

Abstract Taking the integrated viewpoints of causal theory of reference, cognitive science and the notion of correspondence principles from physics, this paper addresses the problems of creativity, the nature of visual imagery and the manner in which science progresses.

I propose to support these replies with actual episodes in late nineteenth and twentieth century physics. The historical record reveals that meaning does change but not in the Kuhnian manner which is tied to descriptive theories of meaning. A necessary part of this discussion is commentary on realist versus antirealist conceptions of science.

The aim of this paper is to present and discuss a probabilistic framework that is adequate for the formulation of quantum theory and faithful to its applications. Contrary to claims, which are examined and rebutted, that quantum theory employs a nonclassical probability theory based on a nonclassical "logic," the probabilistic framework set out here is entirely classical and the "logic" used is Boolean. The framework consists of a set of states and a set of quantities that are interrelated in a (...) specified manner. Each state induces a classical probability space on the values of each quantity. The quantities, so considered, become statistical variables (not random variables). Such variables need not have a "joint distribution." For the quantum theoretic application, there is a uniform procedure that defines and determines the existence of such "joint distributions" for statistical variables. A general rule is provided and it is shown to lead to the usual compatibility-commutivity requirements of quantum theory. The paper concludes with a brief discussion of interference and the misunderstandings that are involved in the false move from interference to nonclassical probability. (shrink)

A scenario is conjectured for Einstein's invention of the special theory of relativity that receives support over the widest possible number of archival, primary and secondary sources. This scenario takes into account the philosophical-physical-technological currents of 1905.

Unipolar induction, discovered in 1832 by Michael Faraday, is the case of electromagnetic induction in which a conductor and magnet are in relative rotatory motion. Attempts by scientists and engineers in the nineteenth and twentieth centuries to understand unipolar induction by using magnetic lines of force displayed striking national differences that influenced where the first largescale unipolar dynamo was built. This episode is described, as well as the effect of unipolar induction on Albert Einstein's thinking toward the special theory of (...) relativity, in sections 1–6. The analysis of electromagnetic induction in cases where the source of the magnetic field is in motion relative to the conductor is provided in sections 7–9. (shrink)

The cultures here in question are those of mathematics and of physics that I shall interpret with the goal of exploring different modes of creativity. As case studies I will consider two scientists who were exemplars of these cultures, the mathematician Henri Poincaré (1854-1912) and the physicist Albert Einstein (1879-1955). The modes of creativity that I will compare and contrast are their notions of aesthetics and intuition. In order to accomplish this we begin by studying their introspections.

The computational complexity of finding a shortest path in a two-dimensional domain is studied in the Turing machine-based computational model and in the discrete complexity theory. This problem is studied with respect to two formulations of polynomial-time computable two-dimensional domains: domains with polynomialtime computable boundaries, and polynomial-time recognizable domains with polynomial-time computable distance functions. It is proved that the shortest path problem has the polynomial-space upper bound for domains of both type and type ; and it has a polynomial-space lower (...) bound for the domains of type, and has a #P lower bound for the domains of type. (shrink)

The aim of the My Character project was to develop a better understanding of how interventions designed to develop character might enhance moral formation and futuremindedness in young people. Futuremindedness can be defined as an individual’s capacity to set goals and make plans to achieve them. Establishing goals requires considerable moral reflection, and the achievement of worthwhile aims requires character traits such as courage and the capacity to delay gratification. The research team developed two new educational interventions – a website (...) and a hard-copy journal – with the specific aim of developing future-mindedness. After development, the website and journal were piloted over a one-year period by over 1,000 11–14 year olds in six schools across England. Various research methods, including group interviews and case studies, were implemented to assess impact. In addition, a pilot RCT was conducted to assess the feasibility of using experimental methods to measure character. The main findings from the research are that: - Students benefit from opportunities in school to think about future-mindedness; this can be successfully taught through character education. - Harnessing new technology, such as the Internet, offers exciting opportunities for character education. - It is beneficial to investigate the impact of new character education resources in order to bring greater clarity about ‘what works’. The most useful approach is a mixed methods one that allows for triangulation of evidence. - It is possible to run RCTs and other experimental research in schools to assess developmental projects of this kind, but applying the method in schools and creating suitable outcome measures present challenges for researchers. - A positive indicator of the success is that five out of the six pilot schools have embedded My Character into their curriculum. In addition, many new schools, both in Britain and internationally, have started to use the website and / or journal. This report describes the research, analyses the impact of My Character and concludes with recommendations for policy makers, practitioners and researchers embarking on similar projects. These recommendations include: i) advocating that schools create space in the curriculum to teach future-mindedness through character education; ii) enhancing traditional character education teaching methods with opportunities brought by Internet technologies; iii) evaluating character education interventions using triangulated evidence drawn from a mixture of research methods. (shrink)

There is a growing consensus in Britain on the importance of character, and on the belief that the virtues that contribute to good character are part of the solution to many of the challenges facing modern society. Parents, teachers and schools understand the need to teach basic moral virtues to pupils, such as honesty, self-control, fairness, and respect, while fostering behaviour associated with such virtues today. However, until recently, the materials required to help deliver this ambition have been missing in (...) Britain. The Knightly Virtues Programme, devised by the Jubilee Centre for Character and Virtues, aims to help solve this challenge. The programme, designed for 9 to 11 year olds, draws on selected classic stories to help teach moral character in schools. This approach has proved to be popular with children and teachers, with more than 5,000 pupils from one hundred schools having participated in the programme so far. Fifty-five of these schools and 3,272 pupils were directly involved in different stages of the research. Based at the University of Birmingham, the Jubilee Centre houses leading academics dedicated to researching the various ways in which good character, which underpins the building blocks of society, can be developed. Recent research from the Centre has shown that the qualities that make up character can be learnt and taught, and suggests that we need a new emphasis on their importance in schools and in professional education. This report from the Centre into the use of classic literature within schools sets out the ways in which the Knightly Virtues Programme is able to develop the virtue literacy of school pupils, and the extent to which an understanding and awareness of good moral character can make positive changes to behaviour. The impact of the programme has been tested using several rigorous research methods, detailed in this report alongside their findings, which provide substantial empirical evidence for the effectiveness of using stories to develop virtue literacy. (shrink)