By Yavor Tarinski, Towards Autonomy
In other words, information becomes an asset in the service of economic growth—just like our very interactions with one another on social media have been turned into economic activity.
By Stacie Molnar-Main, Resilience.org
In addition to fostering communication and thinking skills, deliberation can lead to changes in how young people engage as learners and citizens.
By Beatrice White, Juliane Reppert von Bismarck, Green European Journal
We are ultimately telling children and teachers to slow down, to consume information more deliberately. Share more sparingly and stop and think before you do.
By Asher Miller, Rob Dietz, Jason Bradford, Resilience.org
Welcome to the seductive, but regrettable world of unquestioned positive thinking, where faith healers, BS slingers, pseudoscientists, and get-rich-quick schemers all peddle the same basic message: think positively, and it’ll all work out.
By Robert Jensen, Resilience.org
The definition of freedom and liberty is always contested (at any given moment, people within a society disagree); always changing (over time, societies’ understandings will shift); and always conflicted (we struggle because there are no simple policies to maximize liberty).
By Eliza Daley, By my solitary hearth
We are mutilating the wonder and curiosity inherent in us in order to mute the horror of participating in a culture that harms everything it touches. We are teaching our children exactly the opposite of what they need to learn.
By Bill Vitek, Resilience.org
The Pandemic Armchair Philosophy Blog welcomes the beginning of the end of the COVID-19 crisis, but a “return to normal” should refocus us on a long list of global climate emergencies, social injustices, and tottering democratic institutions.
By John Michael Greer, Ecosophia
Having a list of books that everyone more or less agrees that young people should read in school doesn’t just provide a common ground of ideas that fosters communication; it doesn’t just help budding readers find really good books to read; it also teaches them how to think.
By Richard Heinberg, Resilience.org
In discussing climate change and all our other eco-social predicaments, how does one distinguish accurate information from statements intended to elicit either false hope or needless capitulation to immediate and utter doom? And, in cases where pessimistic outlooks do seem securely rooted in evidence, how does one psychologically come to terms with the information?
By John Michael Greer, Ecosophia
We need unapproved thoughts just now. The approved thoughts, the right answers, the canned responses and parroted arguments are the things that have landed us in our present predicament.
By Kurt Cobb, Resource Insights
Our political, economic, and social culture encourages people to avoid the big picture, succumb to groupthink, and ignore history. It's much easier to maintain our peace of mind if we simply conform our opinions with those around us and avoid a tedious examination of the facts. However, the price we potentially pay is that we will get blindsided by what in retrospect seems an obvious problem. That's when most people finally adjust their worldview to new realities. But by then, any damage is generally already done.
By John Michael Greer, Ecosophia
The question is why a species with the tolerably impressive intellectual capacities we’ve got has done such a bad job of applying those capacities in the face of civilization-ending threats. From this perspective, our problem can be phrased very precisely: the vast majority of people in today’s industrial world have never learned how to think.