The MIT Press Podcast

The synthesizing mind is one that identifies a program or asks a question, pulls together information from across disciplines or creates new data through experimentation, and integrates everything into a novel solution or answer. Some of history’s most revolutionary thinkers – like Aristotle or Darwin – were synthesizers. But what do synthesizing minds actually do?Howard Gardner, the Hobbs Research Professor of Cognition and Education at Harvard’s Graduate School of Education, Senior Director of Harvard’s Zero Project, and author of over thirty books joins New Books in Education to talk about his latest book: A Synthesizing Mind: A Memoir from the Creator of Multiple Intelligences Theory (MIT Press, 2021).In this unique memoir, Dr. Gardner analyzes clues from his own life that helped him realize his mind worked in unique ways that are vital in today’s rapidly changing world. In this wide-ranging discussion, Gardner talks about his work creating Multiple Intelligence Theory and more recent work in ethics, as well as exploring the nature and roles of different kinds of minds.Jonathan Haber is an educational researcher and consultant working at the intersection of pedagogy, technology, and educational policy. His books include MOOCS and Critical Thinking from MIT Press and his LogicCheck project analyzes the reasoning behind the news of the day. You can read more about Jonathan’s work at http://www.jonathanhaber.org.

In the several decades since scholars in the humanities have taken up computational tools, they have borrowed many techniques from other fields, including visualization methods to create charts, graphs, diagrams, maps, and other graphic displays of information. But are these visualizations actually adequate for the interpretive approach that distinguishes much of the work in the humanities? Information visualization, as practiced today, lacks the interpretive frameworks required for humanities-oriented methodologies. In Visualization and Interpretation, Johanna Drucker continues her interrogation of visual epistemology in the digital humanities, reorienting the creation of digital tools within humanities contexts.Johanna Drucker is Martin and Bernard Breslauer Professor in the Department of Information Studies at the Graduate School of Education and Information Studies at the University of California, Los Angeles.Luca Scholz is Lecturer in Digital Humanities at the University of Manchester (UK). His research focuses on European and spatial history. He tweets at @DrLucaScholz.

As the COVID-19 pandemic took hold in March, a self-isolating and easily distracted economist resolved to take himself in hand. "I decided I would do what I was good at: I would write a book" about the complex interplay between epidemiology and economics and the policy dilemmas it poses.By June, Joshua Gans had published Economics in the Age of COVID-19 and, within days, he had started work on the expanded version - The Pandemic Information Gap: The Brutal Economics of COVID-19 (MIT Press, 2020) - to come out in the autumn. Its central thesis is that "at their heart, pandemics are an information problem. Solve the information problem and you can defeat the virus”.Joshua Gans is Professor of Strategic Management and holder of the Jeffrey S. Skoll Chair of Technical Innovation and Entrepreneurship at the Rotman School of Management, University of Toronto.Tim Gwynn Jones is an economic and political-risk analyst at Medley Global Advisors.

Are psychedelics invaluable therapeutic medicines, or dangerously unpredictable drugs that precipitate psychosis? Tools for spiritual communion or cognitive enhancers that spark innovation? Activators for one’s private muse or part of a political movement? In the 1950s and 1960s, researchers studied psychedelics in all these incarnations, often arriving at contradictory results. In American Trip: Set, Setting, and the Psychedelic Experience in the Twentieth Century (MIT Press, 2020), Ido Hartogsohn examines how the psychedelic experience in midcentury America was shaped by historical, social, and cultural forces—by set (the mindset of the user) and setting (the environment in which the experience takes place). In this interview, Hartogsohn discusses the roles psychedelics have played worldwide, and what renewed interest in their medical value can offer individuals and society.Emily Dufton is the author of Grass Roots: The Rise and Fall and Rise of Marijuana in America (Basic Books, 2017). A drug historian and writer, she edits Points, the blog of the Alcohol and Drugs History Society.

A number of curious communities sprang up across the United States in the late nineteenth and early twentieth century: simulated cities, states, and nations in which children played the roles of legislators, police officers, bankers, journalists, shopkeepers, and other adults. They performed real work—passing laws, growing food, and constructing buildings, among other tasks—inside virtual worlds. In States of Childhood: From the Junior Republic to the American Republic, 1895-1945 (MIT Press, 2020), Jennifer Light examines the phenomena of “junior republics” and argues that they marked the transition to a new kind of “sheltered” childhood for American youth. Banished from the labor force and public life, children inhabited worlds that mirrored the one they had left.Light describes the invention of junior republics as independent institutions and how they were later established at schools, on playgrounds, in housing projects, and on city streets, as public officials discovered children's role playing helped their bottom line. The junior republic movement aligned with cutting-edge developmental psychology and educational philosophy, and complemented the era's fascination with models and miniatures, shaping educational and recreational programs across the nation. Light's account of how earlier generations distinguished "real life" from role playing reveals a hidden history of child labor in America and offers insights into the deep roots of such contemporary concepts as gamification, play labor, and virtuality.Jennifer S. Light is the Department Head of the Program in Science, Technology, and Society and a Professor of the History of Science and of Urban Studies and Planning at the Massachusetts Institute of Technology.Nushelle de Silva is a PhD candidate in the Department of Architecture at the Massachusetts Institute of Technology. Her work examines museums and exhibitions, and how the dissemination of visual culture is politically mediated by international organizations in the twentieth century.

Have you ever felt, “Oh my God, I’m turning into my mother (or father)!” ? Robert Plomin explains why that happens in Blueprint: How DNA Makes Us Who We Are (MIT Press, 2019).A century of genetic research shows that DNA differences inherited from our parents are the consistent lifelong sources of our psychological individuality―the blueprint that makes us who we are. Robert Plomin’s decades of work demonstrate that genetics explains more about the psychological differences among people than all other factors combined. Nature, not nurture, is what makes us who we are.Plomin explores the implications of these findings, drawing some provocative conclusions―among them that parenting styles don't really affect children's outcomes once genetics is taken into account. This book offers readers a unique insider's view of the exciting synergies that came from combining genetics and psychology.Renee Garfinkel, Ph.D. is a psychologist, writer, Middle East television commentator and host of The New Books Network’s Van Leer Jerusalem Series on Ideas. Write her at r.garfinkel@yahoo.com or tweet @embracingwisdom

In this episode, I speak with fellow New Books in Education host, Jonathan Haber, about his book, Critical Thinking (The MIT Press, 2020).This book explains the widely-discussed but often ill-defined concept of critical thinking, including its history and role in a democratic society. We discuss the important role critical thinking plays in making decisions and communicating our ideas to others as well as the most effective ways teachers can help their students become critical thinkers.Haber oversees the projects, Critical Voter, LogicCheck, and Degree of Freedom, and can be reached at jonathan@degreeoffreedom.org.His recommended resources included the following: Thank You for Arguing, Fourth Edition: What Aristotle, Lincoln, and Homer Simpson Can Teach Us About the Art of Persuasion by Jay Heinrichs (Broadway Books, 2020) Think Again I: How to Understand Arguments Critical Thinker Academy The Dream of Reason: A History of Western Philosophy from the Greeks to the Renaissance by Anthony Gottlieb (W. W. Norton & Company, 2016)  Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at tsmattea@pm.me or on Twitter at @tsmattea.

In his book, From Darwin to Derrida: Selfish Genes, Social Selves, and the Meanings of Life (MIT Press), evolutionary biologist David Haig explains how a physical world of matter in motion gave rise to a living world of purpose and meaning.Natural selection is a process without purpose, yet gives rise to purposeful beings who find meaning in the world. Haig proposes that the key to this is the origin of mutable “texts” that preserve a record of what has worked in the world, in other words: genes. These texts become the specifications for the intricate mechanisms of living beings.Haig draws on a wide range of sources to make his argument, from Laurence Sterne's Tristram Shandy to Immanuel Kant's Critique of the Power of Judgment to the work of Jacques Derrida to the latest findings on gene transmission, duplication, and expression.Genes and their effects, he explains, are like eggs and chickens. Eggs exist for the sake of becoming chickens and chickens for the sake of laying eggs. A gene's effects have a causal role in determining which genes are copied. The gene persists if its lineage has been consistently associated with survival and reproduction. Organisms can be understood as interpreters that link information from the environment to meaningful action in the environment.Meaning, Haig argues, is the output of a process of interpretation; there is a continuum from the very simplest forms of interpretation, found in single RNA molecules near the origins of life, to the most sophisticated, like those found in human beings. Life is interpretation—the use of information in choice.David Haig is George Putnam Professor of Organismic and Evolutionary Biology at Harvard University. Because he is a theorist, his research is wide and varied, working on everything from maternal-fetal conflict in human pregnancy to the evolution of plant life cycles. He has a particular interest in genetic conflicts within individual organisms, as exemplified by genomic imprinting.Carrie Lynn Evans is a PhD student at Université Laval in Quebec City.

Even before the Covid-19 pandemic, boosters of digital educational technologies emphasized that these platforms are vital tools for cultivating global citizenship, connecting students across borders, and creating a participatory learning environment.In Bring the World to the Child: Technologies of Global Citizenship in American Education (MIT Press), Katie Day Good amply illustrates that there is little new about these promises of tech-enhanced education. She demonstrates that already at the turn of the twentieth century, education reformers and technology entrepreneurs promoted emerging media as the necessary tools for preparing America’s children for a century of movement, interconnection, and rapid change.Good examines the promulgation of both hi-tech gadgets, such as lantern slides and stereoscopes, and low-tech innovations that reformers believed would open the wide world to children’s senses and liberate them from provincial ignorance. Good’s analytical focus is on how these purportedly cosmopolitan technological applications served to strengthen American power on the world stage and masked, reinforced, and excused domestic racial and ethnic disparities instead of confronting them.Bring the World to the Child is a thought-provoking and necessary read for anyone concerned about how the present necessity of online instruction exacerbates inequalities in education and technological access.Katie Day Good is Assistant Professor in the Department of Media, Journalism, and Film at Miami University in Oxford, Ohio.Lance C. Thurner teaches history at Rutgers Newark. His research and writing address the production of knowledge, political subjectivities, and racial and national identities in eighteenth and nineteenth-century Mexico. He is broadly interested in the pedagogical applications of the digital humanities and the methods and politics of applying a global perspective to the history of science and medicine. More at http://empiresprogeny.org.

The Good Drone: How Social Movements Democratize Surveillance (MIT Press), by Austin Choi-Fitzpatrick, demonstrates that this technology – which is mostly associated with covert surveillance and remote warfare – has also served as a vital tool for activists, social movements, and defenders of human rights to effect pro-social campaigns.Through stories of exemplar initiatives and analyses of thousands of civil uses of drones, Choi-Fitzpatrick argues that scholars and others interested in the implications of emergent technologies for democracy need to look beyond the networks of social media and consider as well the material devises that populate our world.Despite the risks and the nefarious (and obnoxious) applications of drones, these machines also have the capacity to “democratize surveillance,” putting a preeminent tool of statecraft in the hands of civil society. By tracing such uses, The Good Drone is an inspiring call for creativity, experimentation, and optimism regarding the humanitarian possibilities of emerging material technologies.Austin Choi-Fitzpatrick is Associate Professor of Political Sociology at the Kroc School of Peace Studies at the University of San Diego and concurrent Rights Lab Associate Professor of Social Movements and Human Rights at the University of Nottingham's School of Sociology and Social Policy.Lance C. Thurner teaches history at Rutgers Newark. His research and writing address the production of knowledge, political subjectivities, and racial and national identities in eighteenth and nineteenth-century Mexico. He is broadly interested in the pedagogical applications of the digital humanities and the methods and politics of applying a global perspective to the history of science and medicine. More at http://empiresprogeny.org.