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Table of Contents
Preface; Contents; 1 Introduction; References; 2 How to Save the World; 2.1 The Problem; 2.2 The Solution; 2.3 Science Matters; 2.4 A Five Step Plan; 2.5 Summary; References; 3 Humanity Is Much More than the Sum of Humans; 3.1 Introduction; 3.2 Pierre Teilhard de Chardin (1881
1955); 3.3 Wolfram, Chaitin, Tononi; 3.4 A Foggy Digital Future; 3.5 Humanity In Silico; References; 4 Crucial Phenomena; 4.1 Introduction; 4.2 Aim for a Large Future; 4.3 Crucial Phenomena; 4.4 Steering the Future; References; 5 The Leverage and Centrality of Mind; 5.1 Background; 5.2 Immature Science
5.3 A Mind Lost in Time 5.4 A Fundamental and General Solution; 5.4.1 The Path to the New Mind; 5.5 Comment And Summary; References; 6 A Participatory Future of Humanity; 6.1 The Humean Condition; 6.2 Trans2humanism: Why Technology Just Isn't Enough; 6.3 QBism and the Participatory Universe; 6.4 Time, Selves, and Humanity; 6.5 Out with the Amygdala!; References; 7 The Cartography of the Future: Recovering Utopia for the 21st Century; References; 8 Enlightenment Is Not for the Buddha Alone; 8.1 Time and the Inanimate World; 8.2 Time, Living Beings, and the Human Mind
8.3 The Timeless Consciousness8.4 Towards a Conscious Humanity; 8.5 Why Is It so Difficult to Make This Work?; 8.6 Concluding Remarks; 9 Back to the Future: Crowdsourcing Innovation by Refocusing Science Education; 9.1 Science and Science Education; 9.2 Ptolemy and Copernicus; 9.3 Dalton and Avogadro; 9.4 Past, Present, and Future; References; 10 Recognizing the Value of Play; 10.1 Introduction; 10.2 Playful Learning Landmarks; 10.3 Child-Like, Adolescent, and Adult Play; 10.4 Teaching Lifelong Learning; 10.5 Concluding Remarks; 10.6 Reflections and Observations; References
11 Improving Science for a Better Future11.1 Introduction; 11.2 Can We Predict the Future?; 11.3 Choosing the Path to the Future; 11.3.1 Transcending Traditional Disciplines; 11.3.2 Creating New Specializations; 11.3.3 Big Science Versus Small Science; 11.3.4 The Relation Between Science and Technology; 11.3.5 University Labs Versus Industrial Labs; 11.3.6 Improving the Publishing Process; 11.3.7 Publishing Negative Results; 11.3.8 Reproducing Research Findings; 11.3.9 Managing Research Literature; 11.3.10 Encouraging Multiple Research Approaches
11.3.11 Encouraging Innovation in Global Problems11.3.12 Funding Research and Development; 11.3.13 The Role of Scientists in Global Decisions; 11.3.14 Raising the Public Understanding of Science; 11.3.15 Improving Education; 11.3.16 Empowering All Humanity to Participate; 11.4 Conclusions; References; 12 How to Avoid Steering Blindly: The Case for a Robust Repository of Human Knowledge; 12.1 Introduction; 12.2 Benefits of the Repository on Different Time Scales; 12.2.1 Near Future; 12.2.2 Intermediate Future; 12.2.3 Far Future; 12.3 Fundamental Requirements; 12.3.1 Semi-autonomy
1955); 3.3 Wolfram, Chaitin, Tononi; 3.4 A Foggy Digital Future; 3.5 Humanity In Silico; References; 4 Crucial Phenomena; 4.1 Introduction; 4.2 Aim for a Large Future; 4.3 Crucial Phenomena; 4.4 Steering the Future; References; 5 The Leverage and Centrality of Mind; 5.1 Background; 5.2 Immature Science
5.3 A Mind Lost in Time 5.4 A Fundamental and General Solution; 5.4.1 The Path to the New Mind; 5.5 Comment And Summary; References; 6 A Participatory Future of Humanity; 6.1 The Humean Condition; 6.2 Trans2humanism: Why Technology Just Isn't Enough; 6.3 QBism and the Participatory Universe; 6.4 Time, Selves, and Humanity; 6.5 Out with the Amygdala!; References; 7 The Cartography of the Future: Recovering Utopia for the 21st Century; References; 8 Enlightenment Is Not for the Buddha Alone; 8.1 Time and the Inanimate World; 8.2 Time, Living Beings, and the Human Mind
8.3 The Timeless Consciousness8.4 Towards a Conscious Humanity; 8.5 Why Is It so Difficult to Make This Work?; 8.6 Concluding Remarks; 9 Back to the Future: Crowdsourcing Innovation by Refocusing Science Education; 9.1 Science and Science Education; 9.2 Ptolemy and Copernicus; 9.3 Dalton and Avogadro; 9.4 Past, Present, and Future; References; 10 Recognizing the Value of Play; 10.1 Introduction; 10.2 Playful Learning Landmarks; 10.3 Child-Like, Adolescent, and Adult Play; 10.4 Teaching Lifelong Learning; 10.5 Concluding Remarks; 10.6 Reflections and Observations; References
11 Improving Science for a Better Future11.1 Introduction; 11.2 Can We Predict the Future?; 11.3 Choosing the Path to the Future; 11.3.1 Transcending Traditional Disciplines; 11.3.2 Creating New Specializations; 11.3.3 Big Science Versus Small Science; 11.3.4 The Relation Between Science and Technology; 11.3.5 University Labs Versus Industrial Labs; 11.3.6 Improving the Publishing Process; 11.3.7 Publishing Negative Results; 11.3.8 Reproducing Research Findings; 11.3.9 Managing Research Literature; 11.3.10 Encouraging Multiple Research Approaches
11.3.11 Encouraging Innovation in Global Problems11.3.12 Funding Research and Development; 11.3.13 The Role of Scientists in Global Decisions; 11.3.14 Raising the Public Understanding of Science; 11.3.15 Improving Education; 11.3.16 Empowering All Humanity to Participate; 11.4 Conclusions; References; 12 How to Avoid Steering Blindly: The Case for a Robust Repository of Human Knowledge; 12.1 Introduction; 12.2 Benefits of the Repository on Different Time Scales; 12.2.1 Near Future; 12.2.2 Intermediate Future; 12.2.3 Far Future; 12.3 Fundamental Requirements; 12.3.1 Semi-autonomy