Minds, Machines, and Human Beings — Week 1 Notes
Week 1 Notes: Minds, Machines, and Human Beings
Course structure and weekly cadence
Instructor intends to start each class with a brief news discussion about minds, machines, and human beings.
You will be asked eight questions in a practice quiz; the instructor will answer at least one student question during class.
Quizzes are based on the Crash Course Philosophy video and the assigned reading; you should watch the video and read before the applicable class.
Readings and videos schedule:
Reading: two pages per assignment (for Week 1 this is the initial reading).
Video: Crash Course Philosophy video tied to the readings.
All materials (including the PDF of the entire book) will be posted on Blackboard.
First-week due items:
Reading and video should be completed before Friday (no new readings on Friday for Week 1).
Reading on Blackboard is complemented by a PDF of the entire book (if you prefer the book format).
Next week’s readings and assignments:
Readings: Synesthesia and Nagel; a single document on Blackboard (may appear as one file).
The required assignment is a Reading Analysis (≈ 300 words, double-spaced).
The Reading Analysis should show you actually did the reading and your personal engagement with it; you should use your own voice (poor spelling/grammar is okay), and avoid heavy AI reuse. Your reaction can be disagreement, confusion, or enthusiasm as long as you articulate it.
The Reading Analysis is due Monday; there is a quiz on Wednesdays following the day’s readings.
On Fridays there is no new reading; check the Blackboard postings to confirm.
Quiz structure (weekly):
The quiz on the day’s readings will be posted as Week 2 notes; you may complete it ahead of time if you wish.
The quiz on the quiz day (Wednesday) will cover the day’s reading and video.
The Wednesday quiz for the date given (e.g., 27th) will include questions on both the Robot Dreams short story and the Crash Course Philosophy video. Expect roughly 7 questions with you answering 3 (you may choose which ones to answer).
Practice quiz: not graded in the same way as the main quiz; it presents several questions with the instruction that you answer three of them. There is usually an extra credit component worth a few points.
Grading and expectations:
You may see a total on a practice quiz with multiple items; aim to answer three questions for the main grade.
The practice quiz will show several text-based questions; you only need to answer three of them.
There may be points distributed across multiple readings (e.g., 150 points on one article and 150 on another, or 100 and 200; total points are the sum).
General class logistics:
The instructor will remind you about due dates each Friday.
The cohort-style quiz (in-class) will require a device (phone, laptop, or other) to complete.
The instructor plans to post Week 2 materials by tomorrow; you can attempt earlier if you want.
Readings and videos: what to expect
Crash Course Philosophy video:
Core topics include epistemology (the study of knowledge and how we know things).
The video also covers distinctions relevant to philosophy: phylos vs mythos, aesthetics, and related philosophical topics.
The practice quiz questions (examples) include:
What is the main focus of epistemology?
Answer: Investigating the nature of knowledge and how we know stuff. ext{Epistemology}
ightarrow ext{the nature of knowledge and justification}
Distinction between phylos and mythos in ancient Greece: phylos originally science; mythos storytelling.
Aesthetics: linked to the French tradition of aesthetics; exploring beauty, art, and related concepts.
Readings:
Robot Dreams (short story) by Isaac Asimov mentioned as a reading focus for the Robot Dreams portion of the quiz.
Other Minds: a chapter in the book referenced by the instructor; for Week 1 the reading may be provided as a standalone document rather than as a book chapter.
Synesthesia and Nagel: Week 2 readings; provided together as a single document on Blackboard (or as a single file).
Reading expectations:
Week 1: two-page reading assignment; ensure you have completed it before the Friday session.
Week 2: synesthesia and Nagel in one document; 300-word Reading Analysis due Monday after the Week 2 readings are covered in class.
Practice quiz and in-class questions (sample content and purpose)
The practice quiz is designed to resemble the format of the main quiz but with a smaller scope; you need to answer three out of seven questions.
The quiz is intended to give you a sense of the types of questions and the content you should study (Robot Dreams and the Crash Course Philosophy video).
Example from the instructor’s notes:
Q: Gravity? (not the focus of the Week 1 reading, but a plausible test question for discussion about the external world vs. mind.)
Q: How can we know there is anything outside of our minds? (Key phrase from the reading; reflects the external world skepticism problem.)
Q: Nagel: which topics are NOT mentioned? (The instructor hints that mental disorders may be discussed elsewhere, but Nagel’s treatment in this context may not cover certain topics.)
Q: In Nagel’s coverage, which game/sport is mentioned? A: Golf.
Q: Current video: main focus of epistemology? A: The study of knowledge and how we know stuff.
Q: Distinction between phylos and mythos in ancient Greece? A: Phyllos = science; Mythos = storytelling.
Q: French philosophy and aesthetics: the field known as aesthetics; its object includes beauty in art.
Q: How many students got a perfect score (3/3) on the practice? The instructor notes that a few did; some students did not; luck can factor.
Scoring hint: The main quiz will have a fixed set of questions; you will choose from options and answer a subset (e.g., 3 out of 7). There may be an extra-credit element worth a few points.
In-class news and discussion prompts (connections to minds, machines, and society)
News topics discussed in class:
Drugs and therapy:
LSD and mushrooms are being explored for therapeutic purposes; public perception has shifted over time.
A monkey study suggested brain deterioration after one exposure, which was later countered by acknowledging a methodological error (the study initially used cocaine in the follow-up).
History of public panic around drugs (e.g., cases involving famous figures and the social fear surrounding psychedelics).
Policy and research contexts:
Oregon and other places are exploring mushrooms for therapy.
The instructor cautions about legal status and safety while acknowledging potential cognitive and clinical relevance.
Technology and surveillance:
A speculative discussion of near-future augmented reality glasses that can observe and interpret what you observe, and provide information in your periphery (e.g., alerting if a child leaves home or recognizing a friend in view).
Anticipated tech releases in 2025 and beyond; potential ethical implications of AI visibility and privacy.
Extra-credit thread:
Students can post items on a thread (related to science fiction, science, or real-world technology) for extra credit; consistent engagement can yield additional points.
Instructor and TA notes on class support
Supplemental instructor: Alexis (sophomore, biology major with environmental studies minor; commuter student).
Role: provide support, hold office hours, and assist students; the exact office hours should be set up by Friday.
Class culture: the instructor emphasizes that the course is not intentionally hard, but students should engage, ask questions, and participate in reviews for exams.
Review sessions: the instructor suggests potential review sessions around exam time; students can approach either the instructor or Alexis for help.
Social and participatory activities: optional small-group discussions; the instructor plans to involve students in engaging activities and discussions.
Course content and philosophical themes (mind, machine, and society)
Core aim: connect ideas across philosophy, cognitive science, and technology; enjoy learning and engage with intellectual topics.
Topics of interest include:
The nature of the mind, consciousness, and how machines may or may not emulate thought.
The possibility of simulation arguments (e.g., whether humans are in a simulation).
Ethical and practical implications of AI, cloning, and biotechnology (e.g., pet cloning shows mentioned in media; cloning dogs in South Korea as a show example).
The origins of AI: shift from symbolic AI to attention-based approaches; references to a modern breakthrough (the instructor notes “attention approach” and a named figure linked to early 2020s work).
Film and media references:
The instructor mentions the movie "Her" as a potential class viewing, along with other clips or longer segments.
Assignment flavor and expectations:
The hardest assignment may be the paper that involves organizing ideas in a structured way (noted as a possible “table of art” in the transcript).
A few provocative ideas and questions raised during class:
Are humans and beings in a simulation?
What started AI? The shift to neural attention mechanisms and transformer architectures.
What would be the most insane AI story? AI creating its own language and then being shut down by programmers.
Practical classroom routines:
Most classes end with the teacher asking to ensure you turn in assignments and prepare for the next class.
Time for laundry and other campus life realities are acknowledged with light humor; the best time to do laundry remains uncertain.
The instructor emphasizes that studying at this institution (HPU) is enhanced by strong faculty engagement (except for a joking exception about a president).
Key logistical reminders and quick reference
Where to find materials: Blackboard (Crash Course link and readings); PDFs and documents uploaded for each week.
Due dates to remember:
Reading analysis (Week 2) due before Monday’s class; approx. 300 words; double-spaced.
Week 2 readings (synesthesia and Nagel) must be completed for the reading analysis.
On Fridays: no new readings; double-check Blackboard postings.
Quizzes:
Wednesday quizzes tied to the day’s readings; posted by the following day; you can attempt to complete ahead of time if desired.
The week’s main quiz consists of a set of questions drawn from the Robot Dreams story and the Crash Course Philosophy video, with a selection mechanism (answer 3 out of 7).
Exam-like preparation tips:
Be prepared to discuss both the reading and the video; the emphasis is on comprehension, application, and your own reasoning.
Your Reading Analysis should show clear engagement with the text and your personal voice; avoid overreliance on AI-generated content.
Engage with extra-credit opportunities (news threads, discussion prompts) to deepen understanding and earn a few extra points.
Quick recap: what you should take away from Week 1
You will be introduced to the course structure, readings, and assessment rhythm (reading + video + analysis + quizzes).
Expect weekly engagement with both a short reading and a short video, followed by quizzes and a Writing/Analysis assignment.
Be prepared to discuss philosophical questions about knowledge (epistemology), the mind, and the possibility of machines with cognitive capabilities.
Stay aware of academic integrity guidelines and ensure your written work reflects your own voice.
Engage with the class community, the TA Alexis, and the instructor for support, office hours, and study sessions.
If you’d like, I can tailor these notes to focus more on specific readings (Robot Dreams, Nagel, Synesthesia) or expand any section into more granular subpoints with direct quotes and page references from your actual texts.