Lifeboat Foundation

Why do Silicon Valley technology executives send their children to an almost tech-free school? Several authors have explored this question, including New York University professor Adam Alter. In his book “Irresistible: The Rise of Addictive Technology and the Business of Keeping Us Hooked” Alter explores the case of a San Francisco Steiner-Waldorf school where 75% of students are the children of Silicon Valley tech execs. How ironic.

In this piece I propose some additional reasons why imaginative education is becoming an approach of choice for parents wanting their children to become innovative, ecologically aware and even, as Whitehead suggests, to develop genius.

Continue reading “Transforming Education through Imagination — even for Tech Execs” »

They taught ATLAS Kung Fu 😮

Really impressive, only things that need to be worked on. Shrink the Torso A Lot, so it’s comparable to a person. And, someone is going to have finance coming up with a set of robotic human like hands.

Continue reading “What’s new, Atlas?” »

A new PBS film educates viewers about gene therapy at a time when the once controversial field of research is starting to bear fruit.

The four drivers received specialist training, including a new virtual reality mode…

Lincolnshire police officers have been receiving extra lessons in high-speed car chases — by playing a video game.

Continue reading “Game on! Police play Gran Turismo Sport to improve driving skills” »

[*This article was first published in the September 2017 issue of Paradigm Explorer: The Journal of the Scientific and Medical Network (Established 1973). The article was drawn from the author’s original work in her book: The Future: A Very Short Introduction (Oxford University Press, 2017), especially from Chapters 4 & 5.]

We are at a critical point today in research into human futures. Two divergent streams show up in the human futures conversations. Which direction we choose will also decide the fate of earth futures in the sense of Earth’s dual role as home for humans, and habitat for life. I choose to deliberately oversimplify here to make a vital point.

The two approaches I discuss here are informed by Oliver Markley and Willis Harman’s two contrasting future images of human development: ‘evolutionary transformational’ and ‘technological extrapolationist’ in Changing Images of Man (Markley & Harman, 1982). This has historical precedents in two types of utopian human futures distinguished by Fred Polak in The Image of the Future (Polak, 1973) and C. P. Snow’s ‘Two Cultures’ (the humanities and the sciences) (Snow, 1959).

What I call ‘human-centred futures’ is humanitarian, philosophical, and ecological. It is based on a view of humans as kind, fair, consciously evolving, peaceful agents of change with a responsibility to maintain the ecological balance between humans, Earth, and cosmos. This is an active path of conscious evolution involving ongoing psychological, socio-cultural, aesthetic, and spiritual development, and a commitment to the betterment of earthly conditions for all humanity through education, cultural diversity, greater economic and resource parity, and respect for future generations.

Continue reading “Contrasting Human Futures: Technotopian or Human-Centred?*” »

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Out of necessity, Japan has been pushing on the robotics frontier for years. As a result, the proliferation and embrace of robots goes well beyond the Japanese factory floor to include schools, hospitals, nursing homes, airports, train stations and even temples.

Unfavourable demographics are spurring innovation — and investment opportunities.

The United States would realize roughly $9 billion a year in economic gains by instituting a simple, nationwide policy change: starting public school classes no earlier than 8:30 a.m.

That’s according to an exhaustive new study by the Rand Corporation, the first of its kind to model the nationwide costs and benefits of later school start times.