Archive for December 2012
This quote from Douglas Adams‘ 2001 interview with American Atheists (subsequently reproduced in The Salmon of Doubt) perfectly describes my attitude towards belief and religion (see also: this quote from Alan Turing):
AMERICAN ATHEISTS: Mr. Adams, you have been described as a “radical Atheist”. Is this accurate?
DNA: Yes. I think I use the term radical rather loosely, just for emphasis. If you describe yourself as “Atheist”, some people will say, “Don’t you mean ‘Agnostic’?” I have to reply that I really do mean Atheist. I really do not believe that there is a god — in fact I am convinced that there is not a god (a subtle difference). I see not a shred of evidence to suggest that there is one. It’s easier to say that I am a radical Atheist, just to signal that I really mean it, have thought about it a great deal, and that it’s an opinion I hold seriously.
Other people will ask how I can possibly claim to know? Isn’t belief-that-there-is-not-a-god as irrational, arrogant, etc., as belief-that-there-is-a-god? To which I say no for several reasons. First of all I do not believe-that-there-is-not-a-god. I don’t see what belief has got to do with it. I believe or don’t believe my four-year old daughter when she tells me that she didn’t make that mess on the floor. I believe in justice and fair play (though I don’t know exactly how we achieve them, other than by continually trying against all possible odds of success). I also believe that England should enter the European Monetary Union. I am not remotely enough of an economist to argue the issue vigorously with someone who is, but what little I do know, reinforced with a hefty dollop of gut feeling, strongly suggests to me that it’s the right course. I could very easily turn out to be wrong, and I know that. These seem to me to be legitimate uses for the word believe. As a carapace for the protection of irrational notions from legitimate questions, however, I think that the word has a lot of mischief to answer for. So, I do not believe-that-there-is-no-god. I am, however, convinced that there is no god, which is a totally different stance and takes me on to my second reason.
I don’t accept the currently fashionable assertion that any view is automatically as worthy of respect as any equal and opposite view. My view is that the moon is made of rock. If someone says to me “Well, you haven’t been there, have you? You haven’t seen it for yourself, so my view that it is made of Norwegian Beaver Cheese is equally valid” — then I can’t even be bothered to argue. There is such a thing as the burden of proof, and in the case of god, as in the case of the composition of the moon, this has shifted radically. God used to be the best explanation we’d got, and we’ve now got vastly better ones. God is no longer an explanation of anything, but has instead become something that would itself need an insurmountable amount of explaining. So I don’t think that being convinced that there is no god is as irrational or arrogant a point of view as belief that there is. I don’t think the matter calls for even-handedness at all.
Paper at WiPSCE’12: “Grand Challenges for the UK: Upskilling Teachers to Teach Computer Science Within the Secondary Curriculum”
Further to the CAS paper presented at Koli Calling 2011 in Finland in November 2011, Sue Sentance (Anglia Ruskin University) presented a paper entitled: Grand Challenges for the UK: Upskilling Teachers to Teach Computer Science Within the Secondary Curriculum at WiPSCE’12, the 7th International Workshop in Primary and Secondary Computing Education, in Hamburg in November.
The paper is available to download for free via the ACM Author-ize service below; the abstract is as follows:
Recent changes in UK education policy with respect to ICT and Computer Science (CS) have meant that more teachers need the skills and knowledge to teach CS in schools. This paper reports on work in progress in the UK researching models of continuing professional development (CPD) for such teachers. We work with many teachers who either do not have an appropriate academic background to teach Computer Science, or who do and have not utilised it in the classroom due to the curriculum in place for the last fifteen years. In this paper we outline how educational policy changes are affecting teachers in the area of ICT and Computer Science; we describe a range of models of CPD and discuss the role that local and national initiatives can play in developing a hybrid model of transformational CPD, briefly reporting on our initial findings to date.
It may have far-reaching significance in electronics and electrical communication…
Bell Labs press release on the transistor (1948)
What if 2001: A Space Odyssey was set for release in 2012?
It would clearly be a nightmare to market, not fitting into any of the big audience demographics. But what if it was turned into a bone-crunching, non-stop science fiction explosion of action fit for blockbuster season, with plenty of smash cuts and drum’n'bass…?
(HT Film School Rejects)