There's a huge hole in how humanity thinks about reality. The problem is a very old one, but only a tiny group of philosophers ever took an interest in it. To the average person, it's an obscure and unfathomable issue. To the truly intelligent, it's the key to understanding existence. To clarify this issue is to get rid of so much junk in the way of humanity's ability to explain reality. If you consider yourself one of the smartest people in the world, you have to do what unintelligent people never do, and that's to become interested in the most rarefied topics, topics which seem absurd to the simple-minded, to the sort of people who aren't in the game of explaining reality and never could be. The topic of universals versus particulars is about as unlikely as it gets for understanding our existence, and yet that's exactly where we must look to find the ultimate answers. This debate allows us to makes sense of a foundational problem of science: why science is totally dependent on mathematics even though the mathematical method contradicts the scientific method in every way. Mathematics is for thinking types (rationalists), science for sensing types (empiricists). These are two totally different types of people. Never get them confused. You have to choose a side. The supreme question is whether reality is scientific (material; particular; sensible) or mathematical (mental; universal; intelligible). To put it another way, is reality dead or alive? Is it a mechanism or an organism? Is it stupid, with no purpose, as science says, or is it intelligent, and relentlessly calculating the answer to itself, and driving itself to perfect completion, as it must if it is mathematical? Are you smart enough to understand the answer? Most people aren't. According to Kurt Gödel, a global conspiracy has been in place for centuries to stop humanity from studying Leibniz, the supreme rationalist, and thus, through this neglect, to "make men stupid." There might as well be a global conspiracy given how far mathematical rationalism has fallen in order to create space for scientific empiricism, its philosophical opposite. Scientists, the people of the senses, even claim to be champions of reason and logic. As if! It's time for the greatest paradigm shift of all: from scientific empiricism to mathematical rationalism, from sensing to thinking, from observation to logic, from matter to mind.

Ontological mathematics is the rational and logical explanation of everything. Where did it come from? If you wish to develop a profound understanding of ontological mathematics, the science that will shape the future of the human race, you need to know the context in which it evolved, and how it diverged from scientific materialism. Ontological mathematics is the subject that accomplished what scientific materialism considered impossible. It inserted mind into science, via the most powerful analytic formula in all of mathematics. What went wrong with how scientists think about reality, leading them into systemic error? This is the extraordinary tale of how the ultimate intellectual revolution unfolded in its earliest phase.

Explore "Dewey's Discourses: A Philosophical Duo" – A Thought-Provoking Journey into the Mind of John Dewey Embark on a profound exploration of philosophy and education with this captivating 2 Ebook combo, showcasing the timeless wisdom of John Dewey. Book 1: How We Think by John Dewey: A Treatise on the Art of Reflective Thought Step into the realm of cognitive inquiry with Dewey's seminal work, where the process of thinking is dissected and illuminated. Through insightful analysis and practical examples, Dewey offers a roadmap to cultivating critical thinking skills, empowering readers to navigate the complexities of the modern world with clarity and insight. Book 2: Democracy and Education: An Introduction to the Philosophy of Education by John Dewey: A Manifesto for Progressive Pedagogy Immerse yourself in Dewey's visionary treatise on education, where the principles of democracy and experiential learning converge. As Dewey expounds upon the transformative power of education in fostering democratic ideals and individual growth, readers are inspired to rethink traditional educational paradigms and embrace a more holistic approach to learning. Join the Dialogue of Ideas and Forge a Path to Intellectual Enlightenment! As you delve into "Dewey's Discourses," ponder the profound questions that lie at the intersection of philosophy and education. How can we cultivate a society of critical thinkers and engaged citizens? What role does education play in shaping the future of democracy? Prepare to embark on a journey of intellectual discovery that challenges assumptions and expands horizons. Don't miss this enlightening 2 Ebook combo - Your Expedition into Dewey's Philosophy Begins Now!

This publication sets out the report of the inquiry by the five-member committee, chaired by Lord Butler, established in February 2004 to examine the quality of intelligence used as justification for UK military participation in the war against Iraq in March 2003. The inquirys remit was: i) to investigate discrepancies in the gathering, evaluation and use of intelligence on Iraqi weapons of mass destruction (WMDs) (including the September 2002 intelligence dossier which alleged Iraq was capable of deploying WMDs within 45 minutes), given the subsequent failure by the Iraq Survey Group to find WMDs in Iraq; and ii) to make recommendations for future practice, in the light of the difficulties of operating in countries of concern. The report focuses on structures, systems and processes rather than on the actions of individuals. Issues discussed include: the nature and use of intelligence; countries of concern other than Iraq and global trade; international terrorism and intelligence responses; counter-proliferation machinery; Iraqs WMD programmes since 1990 and intelligence assessments; the role of intelligence in assessing the legality of the war; validation of human intelligence sources; the links between Al Qaida and the Iraqi regime; the intelligence machinery including the work of the Defence Intelligence Staff (DIS) and the Joint Intelligence Committee (JIC), and the machinery of government.

Higher education in the twenty-first century should bring together freedom and knowledge with courage and hope. Why these four concepts? As Goodson argues in Strength of Mind, higher education in the twenty-first century offers preparation for ordinary life. Freedom and knowledge serve as the conditions for cultivating courage and hope within one’s ordinary life. More specifically, courage and hope ought to be understood as the virtues required for enjoying ordinary life. If college-educated citizens wish to hold onto the concepts of courage and hope, however, then both courage and hope need to be understood as intellectual virtues. As a moral virtue, courage has become outdated. As a theological virtue, hope violates the logic of the golden mean. Focusing on intellectual virtues also requires shifting from moral perfectionism to rational perfectionism. Rational perfectionism involves keeping impossible demands in view for oneself while constantly and continually striving for one’s “unattained but attainable self.” Goodson defends these arguments by learning from the bits of wisdom found within American Transcendentalism (Emerson, Cavell), German Idealism (Kant, Hegel), Jewish philosophy (Maimonides, Spinoza, Putnam), neo-pragmatism (Putnam, Rorty, West), post-modern theories about pedagogy (Nietzsche, Foucault, Rorty), and secular accounts of perfectionism (Murdoch, Cavell).