Epistemic agency is a crucial concept in many different areas of philosophy and the cognitive sciences. It is crucial in dual process theories of cognition as well as theories of metacognition and mindreading, self-control, and moral agency. But what is epistemic agency? The Tinkering Mind argues that epistemic agency has two distinct and incompatible definitions. It can be simply understood as intentional mental action, or as a distinct non-voluntary form of evaluative agency. The core argument of the book demonstrates that both definitions lead to surprising and counterintuitive consequences. If epistemic agency is a form of intentional action, then this implies that the radical theory of extended cognition has to be true. If, on the other hand, epistemic agency is not intentional action but evaluative agency, then intentional epistemic actions like deliberation are not truly cognitive but merely catalytic. Once established, the distinction between these two options sheds new light on various and diverse philosophical and psychological debates from dual process theories to debates on choice and self-control.

Harness your mind’s innate tendency to wander, stall, rest, and unfocus and become more productive—in the boardroom, living room, or classroom. Named one of Coastal Living’s Best Books for the Beach This Summer To finish tasks and achieve goals, most people believe that more focus is the solution. We rely on to-do lists, calendar reminders, noise-blocking headphones, and sometimes medication to help us concentrate—even though these tactics often fail to substantially improve productivity. Drawing on the latest brain research, compelling stories from his psychological practice, and colorful examples of counterintuitive success from sports, business, education, and the arts, neuroscientist Srini Pillay, M.D., challenges traditional ideas about productivity, revealing the lasting, positive benefits of adding deliberate and regular unfocus to your repertoire. A fascinating tour through brain wavelengths and rhythm, mindsets, and mental relaxation, Tinker Dabble Doodle Try demonstrates how specific kinds of planned unfocus stimulate cognitive calmness, jumpstart productivity, enhance innovation, inspire creativity, improve long-term memory, and, of course, help you stay on target. Tinkering with ideas and with things releases your mind to wander from a state of stuckness into a possibility frame of mind, triggering neural connections and new insights. Dabbling in a new endeavor—whether a hobby or fantasy—disrupts your habitual and reactive thinking, helping you find new solutions to old problems. Doodling can help you tap into another brain frequency to remove obstacles and create opportunities and inspiration. With techniques for training the brain to unfocus, concepts for scheduling busy lives, and ideas for controlling this new cognitive-toggling capability, Tinker Dabble Doodle Try will change how you think about daydreaming, relaxing, leaving work unfinished, and even multitasking. What you’ll discover is a greater freedom, a deeper intelligence, and a more profound joy in your life. Praise for Tinker Dabble Doodle Try “Pillay’s effortless writing style, combined with an excellent balance of popular psychology and self-help, makes this a helpful read for those who enjoy a light dive into psychology with practical applications.”—Library Journal “Pillay cites an intriguing range of brain studies to support his argument, and his case studies of individuals with whom he has worked provide useful insights.”—Kirkus Reviews “Dr. Srini Pillay offers a brilliant, deeply researched, and even more deeply imagined blueprint for using one’s full mental armamentarium, conscious, unconscious, and all the undiscovered rest! A fantastic book!”—Edward M. Hallowell, M.D., co-author of Delivered from Distraction “Dr. Pillay’s new book will help you create a new, fun, more playful destiny and unlock your brain’s inner potential.”—Daniel G. Amen, M.D., co-author of The Brain Warrior’s Way “This book not only gives you license to step off the hamster wheel of focus, focus, focus, but it will show you how to strategically and productively do so.”—JJ Virgin, author of JJ Virgin’s Sugar Impact Diet “This brilliant book shows how to manipulate your brain to alternate between intense concentration and deliberate mind-wandering.”—Mark Robert Waldman, co-author of How God Changes Your Brain

Some of the most creative artists from today’s maker scene discuss their process, workspaces and more in this inspiring guide to tinkering. The Art of Tinkering is an unprecedented celebration of what it means to tinker: to take things apart, explore tools and materials, and build wondrous, wild art that’s part science, part technology, and entirely creative. Join 150+ makers as they share the stories behind their beautiful and bold work—then do some tinkering yourself! This collection of exhibits, artwork, and projects explores a whole new way to learn, in which people expand their knowledge through making and doing, working with readily available materials, getting their hands dirty, collaborating with others, and problem-solving in the most fun sense of the word. Each artist featured in The Art of Tinkering shares their process and the backstory behind their work. Whether it’s dicussing their favorite tools (who knew toenail clippers could be so handy?) or offering a glimpse of their workspaces (you’d be amazed how many electronics tools you can pack into a pantry!), the stories, lessons, and tips in The Art of Tinkering offer a fascinating portrait of today’s maker scene. Artists include: Scott Weaver, Arthur Ganson, Moxie, Tim Hunkin, AnnMarie Thomas, Ranjit Bhatnajar and Jie Qi.

For over a century, Americans have translated their cultural anxieties and hopes into dramatic demands for educational reform. Although policy talk has sounded a millennial tone, the actual reforms have been gradual and incremental. Tinkering toward Utopia documents the dynamic tension between Americans' faith in education as a panacea and the moderate pace of change in educational practices. In this book, David Tyack and Larry Cuban explore some basic questions about the nature of educational reform. Why have Americans come to believe that schooling has regressed? Have educational reforms occurred in cycles, and if so, why? Why has it been so difficult to change the basic institutional patterns of schooling? What actually happened when reformers tried to reinvent schooling? Tyack and Cuban argue that the ahistorical nature of most current reform proposals magnifies defects and understates the difficulty of changing the system. Policy talk has alternated between lamentation and overconfidence. The authors suggest that reformers today need to focus on ways to help teachers improve instruction from the inside out instead of decreeing change by remote control, and that reformers must also keep in mind the democratic purposes that guide public education.

There is growing evidence from the science of human behavior that our everyday, folk understanding of ourselves as conscious, rational, responsible agents may be radically mistaken. The science, some argue, recommends a view of conscious agency as merely epiphenomenal: an impotent accompaniment to the whirring unconscious machinery (the inner zombie) that prepares, decides and causes our behavior. The new essays in this volume display and explore this radical claim, revisiting the folk concept of the responsible agent after abandoning the image of a central executive, and "decomposing" the notion of the conscious will into multiple interlocking aspects and functions. Part 1 of this volume provides an overview of the scientific research that has been taken to support "the zombie challenge." In part 2, contributors explore the phenomenology of agency and what it is like to be the author of one's own actions. Part 3 then explores different strategies for using the science and phenomenology of human agency to respond to the zombie challenge. Questions explored include: what distinguishes automatic behavior and voluntary action? What, if anything, does consciousness contribute to the voluntary control of behavior? What does the science of human behavior really tell us about the nature of self-control?

How can you consistently pull off hands-on tinkering with kids? How do you deal with questions that you can't answer? How do you know if tinkering kids are learning anything or not? Is there a line between fooling around with real stuff and learning? The idea of learning through tinkering is not so radical. From the dawn of time, whenever humanity has wanted to know more, we have achieved it most effectively by getting our hands dirty and making careful observations of real stuff. Make: Tinkering (Kids Learn by Making Stuff) lets you discover how, why--and even what it is--to tinker and tinker well. Author Curt Gabrielson draws on more than 20 years of experience doing hands-on science to facilitate tinkering: learning science while fooling around with real things. This book shows you how to make: A drum set from plastic bottles, tape, and shrink-wrap Magnetic toys that dance, sway, and amaze Catapults, ball launchers, and table-top basketball A battery-powered magic wand and a steadiness game (don't touch the sides!) Chemical reactions with household items Models of bones and tendons that work like real arms and ankles Spin art machine and a hovercraft from a paper plate! Lifelong learners hungry for their next genuine experience

Epistemic agency is a crucial concept in many different areas of philosophy and the cognitive sciences. It is crucial in dual process theories of cognition as well as theories of metacognition and mindreading, self-control, and moral agency. But what is epistemic agency? The Tinkering Mind argues that epistemic agency has two distinct and incompatible definitions. It can be simply understood as intentional mental action, or as a distinct non-voluntary form of evaluative agency. The core argument of the book demonstrates that both definitions lead to surprising and counterintuitive consequences. If epistemic agency is a form of intentional action, then this implies that the radical theory of extended cognition has to be true. If, on the other hand, epistemic agency is not intentional action but evaluative agency, then intentional epistemic actions like deliberation are not truly cognitive but merely catalytic. Once established, the distinction between these two options sheds new light on various and diverse philosophical and psychological debates from dual process theories to debates on choice and self-control.