Society is no longer based on mass consumption but on mass participation. New forms of collaboration - such as Wikipedia and YouTube - are paving the way for an age in which people want to be players, rather than mere spectators, in the production process. In the 1980s, Charles Leadbeater's prescient book, In Search of Work, anticipated the growth of flexible employment. Now We-think explains how the rise of mass collaboration will affect us and the world in which we live.

An exploration of embodied intelligence and its implications points toward a theory of intelligence in general; with case studies of intelligent systems in ubiquitous computing, business and management, human memory, and robotics. How could the body influence our thinking when it seems obvious that the brain controls the body? In How the Body Shapes the Way We Think, Rolf Pfeifer and Josh Bongard demonstrate that thought is not independent of the body but is tightly constrained, and at the same time enabled, by it. They argue that the kinds of thoughts we are capable of have their foundation in our embodiment—in our morphology and the material properties of our bodies. This crucial notion of embodiment underlies fundamental changes in the field of artificial intelligence over the past two decades, and Pfeifer and Bongard use the basic methodology of artificial intelligence—"understanding by building"—to describe their insights. If we understand how to design and build intelligent systems, they reason, we will better understand intelligence in general. In accessible, nontechnical language, and using many examples, they introduce the basic concepts by building on recent developments in robotics, biology, neuroscience, and psychology to outline a possible theory of intelligence. They illustrate applications of such a theory in ubiquitous computing, business and management, and the psychology of human memory. Embodied intelligence, as described by Pfeifer and Bongard, has important implications for our understanding of both natural and artificial intelligence.

Reader's Promotion: We Think We Think: Captions to the Cartoons We Live, Volume One is a potpourri of essays by author H. Alan Tansson. Runyonesque, in a light-hearted, pickle-barrel style, Tansson has forked up anecdotes from the brine: a mobster who kept fiddling with his gun, a go-go dancer who performed from the ductwork, and a sailor who kept forgetting his ship. Discover old-time corner-store philosophy reinvented for the Twenty-first Century—complete with theoretical pretzels to twist your view of everyday experience. You can explore life through bingo, life by doodling, life with sneezes, snores, and orgasms. Friendship, braggadocio, people-watching, art, cognition; you'll find a bit of everything here, except for religion, politics, and education—which is in the book next-door, Volume Two which is entitled Antidisestablishmentarianistically Speaking. Disbeliever's Promotion: Having learned you don't think at all, you'll be bursting with new ideas. Your blogs will rip the questions off tired old walls. Freed from cultural incrustations, others' arguments will drop to the floor as your voice ricochets across the web, and your witty twitters bring thousands their frabjous song! So if you're anxious for a mental renaissance, this book will do it, we think ... that is, We Think We Think.

What sets wise words apart from the clichés and soundbites we encounter every day? When a saying has the power to reach out and change your life, it is no longer a platitude or a proverb but an aphorism. Self-confessed aphorism addict James Geary takes a whimsical, humorous tour through the history of this remarkable subject and its extraordinary practitioners. With a scope that reaches from the ancient Eastern prophets to American one-liners, from the Greek and Roman Stoics to the great German philosophers, the book's focus is life, the universe and everything.

The Ways We Think critiques predominant approaches to the development of thinking in education and seeks to offer a new account of thought informed by phenomenology, post-structuralism and the ‘ordinary language’ philosophical traditions. Presents an original account of thinking for education and explores how this alternative conception of thought might be translated into the classroom Explores connections between phenomenology, post-structuralism and ordinary language philosophical traditions Examines the relevance of language in accounts of how we think Investigates the philosophical accounts of Gilbert Ryle, Martin Heidegger, John Austin and Jacques Derrida Draws upon experience of own teaching practice as philosopher-in-residence

Teachers try to help their students learn. But why do they make the particular teaching choices they do? What resources do they draw upon? What accounts for the success or failure of their efforts? In How We Think, esteemed scholar and mathematician, Alan H. Schoenfeld, proposes a groundbreaking theory and model for how we think and act in the classroom and beyond. Based on thirty years of research on problem solving and teaching, Schoenfeld provides compelling evidence for a concrete approach that describes how teachers, and individuals more generally, navigate their way through in-the-moment decision-making in well-practiced domains. Applying his theoretical model to detailed representations and analyses of teachers at work as well as of professionals outside education, Schoenfeld argues that understanding and recognizing the goal-oriented patterns of our day to day decisions can help identify what makes effective or ineffective behavior in the classroom and beyond.

In its first two decades, much of cognitive science focused on such mental functions as memory, learning, symbolic thought, and language acquisition -- the functions in which the human mind most closely resembles a computer. But humans are more than computers, and the cutting-edge research in cognitive science is increasingly focused on the more mysterious, creative aspects of the mind. The Way We Think is a landmark synthesis that exemplifies this new direction. The theory of conceptual blending is already widely known in laboratories throughout the world; this book is its definitive statement. Gilles Fauconnier and Mark Turner argue that all learning and all thinking consist of blends of metaphors based on simple bodily experiences. These blends are then themselves blended together into an increasingly rich structure that makes up our mental functioning in modern society. A child's entire development consists of learning and navigating these blends. The Way We Think shows how this blending operates; how it is affected by (and gives rise to) language, identity, and concept of category; and the rules by which we use blends to understand ideas that are new to us. The result is a bold, exciting, and accessible new view of how the mind works.