Science, technology, engineering, business, and even getting a university degree are human activities that need data.
COGS UCSD COURSE OFFERINGS HOW TO
Why do humans, individually and in groups, attribute natural events to supernatural agents? How does the human brain accept religious beliefs, even in the face of contradictory evidence? We will examine how cognitive, developmental, and cultural factors work together to cause humans to believe in the supernatural.ĬOGS 87 (B00): How to be wrong: Case studies in human failure, borked tools, and bad data | Professor Jason Fleischer Seeing students achieve growth and improvement through critical self-reflection and exposure to new points of view is one of the most rewarding experiences I think an educator can have.COGS 87 (A00): How Minds and Groups Make Religion and Superstition | Professor Gedeon Deak One of the most important aspects of education is to encourage and guide students in challenging themselves, and being there to support them in this process when they need it by valuing collaboration and an open dialogue. Whether this is through in-class activities and discussions, peer instruction, practical assignments, or larger scale projects, I am always looking for an opportunity to see students experientially internalize what they have learned by using it first-hand and directly interacting with the world. Throughout all the courses I have been involved in, I have found the most effective method for engaging students with the material is through doing. Highlighting my own passion and enthusiasm for the material has proven very helpful in achieving this, and I strive to find examples that will connect with students in a similar way. I try to always keep my students’ perspectives and experiences in mind when approaching how to present a concept or idea to them, effectively capture their attention, and to make the material relevant and exciting for them. I encourage growth in my students through collaboration to find ways to challenge and inspire themselves-to find new points of view and ways of seeing the world that enable them to be effective and thoughtful in how they approach problems and opportunities related to cognition and design.Įmpathize with Students. This course will also draw on and incorporate theoretical and methodological concepts related to real-world, everyday human cognition as discussed in COGS 100, 102A, and 102B.Īt the core of my approach to teaching is a desire to engage students with their learning goals in an active, and personally meaningful way. Students will be in project teams based on their enrolled section by the end of the second week and will work with that team throughout the quarter. We will discuss potential projects during the first couple weeks of class. Students work in teams to collect and interpret data as the evidential basis for designing and evaluating a prototype application, product, or system. This is a project-based course focused on the process and outcomes of human-centered design. Spring, 2022: COGS 102C Cognitive Design Studio We’ll consider questions such as whether your smartphone is part of your mind, whether shoes are cyborg parts, how tools and computers make us smarter (or if they even do), and what might happen as human technology carries us beyond ourselves. We will explore how cyborgs are a natural consequence of our current understanding of embodied minds embedded in culturally shaped niches, as well as how mental systems can be distributed in both the social and material world. This course covers a brief history of cybernetics and theories of enactive, embodied, situated, distributed, and extended cognition.
Spring, 2022: COGS 100 Cyborgs Now and In The Future
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