Adami’s work is along similar lines to some of my own research. This short video gives an intriguing look into some of the basics of how to define life so that one can recognize it when one sees it.
While some might categorize this as a “self-help” or “business” book, it’s really a broader reaching thesis which is perfect for almost any reader. It’s both a descriptive as well as prescriptive manual for the human thinking machine. Similar to his previous two excellent must-read books on civility (Choosing Civility: The Twenty-five Rules of Considerate Conduct and The Civility Solution: What to Do When People Are Rude), this is a well-written, clear, and concise text whose aim is the noble goal of improving all of our lives.
In the vein of excellent recent books like William Powell’s Hamlet’s BlackBerry: Building a Good Life in the Digital Age, David Allen’s Getting Things Done: The Art of Stress-Free Productivity, Steven Covey’s The 7 Habits of Highly Effective People, and others, Dr. Forni covers the ground of how to best deal with the current “age of distraction” in which we live. Even better, however, he makes many of these books obsolete as he uses his phenomenal depth of knowledge of everything from the Greek and Roman schools of thought to Benjamin Franklin and George Washington and then through to Napoleon Hill (Think and Grow Rich) and Dale Carnegie (How To Win Friends and Influence People and How to Stop Worrying and Start Living)and beyond to provide simple and useful examples of how to be a better and clearer thinker and to elucidate how that will make your life a happier one.
Fans of “Getting Things Done” (GTD) will appreciate some of the underlying philosophy, but will love how it extends those concepts to create a truer sense of happiness in their daily lives.
When I initially approached the book–as an avowed addict of the fast-paced flow of information from both the internet and television–I was daunted at the mere ideas that the book portended. But again Dr. Forni breaks the proverbial mountain into a practical mole-hill. He divides things into simple and understandable chunks, but also provides the necessary motivation along with simple examples of how to carry out this wonderful philosophy. In the short time since I’ve read the book, I’ve been able to more easily put down my “crack-berry” smart-phone and focus more on what I’m doing and getting the best out of life.
Fans of his previous work who have “chosen civility”, will also appreciate how he ties in the concepts of civility and further extends them to the concept of thoughtfulness. The same way he broke down the concept of being civil and created simple, executable ways of changing your daily behavior, he does so with thinking while simultaneously removing the implied modern-day stigma of being a “thinking” person.
In short, this is the book that I wish I had been given before I started high school or even before I started college. I’ll desperately miss all the time I’ve had without this book, but I’ll definitely be living a better life now that it’s here. One thing is certain: everyone I care about will be getting a copy for the holidays this year!
- Started reading on 09/12/11
- Finished reading on 10/01/11
Alice: The question is, whether you can make a word mean so many different things?
Humpty Dumpty: The question is, which is to be master – that’s all.
Alice: (Too much puzzled to say anything, so after a minute Humpty Dumpty began again)
Humpty Dumpty: They’ve a temper, some of them – particularly verbs, they’re the proudest – adjectives you can do anything with, but not verbs – however, I can manage the whole of them! Impenetrability! That’s what I say!
Alice: Would you tell me, please what that means?
Humpty Dumpty (looking very much pleased): Now you talk like a reasonable child. I meant by impenetrability that we have had enough of that subject, and it would be just as well if you’d mention what you mean to do next, as I suppose you don’t mean to stop here all the rest of your life.
Alice (in a thoughtful tone): That’s a great deal to make one word mean.
Humpty Dumpty: When I make a word do a lot of work like that, I always pay it extra.
Alice (too much puzzled to make any other remark): Oh!
This is a fantastic book which, for the majority of people, I’d give a five star review. For my own purposes, however, I was expecting far more on the theoretical side of information theory and statistical mechanics as applied to microbiology that it didn’t live up to, so I’m giving it three stars from a purely personal perspective.
I do wish that someone had placed it in my hands and forced me to read it when I was a freshman in college entering the study of biomedical and electrical engineering. It is far more an impressive book at this level and for those in the general public who are interested in the general history of science and philosophy of the topics. The general reader may be somewhat scared by a small amount of mathematics in chapter 4, but there is really no loss of continuity by skimming through most of it. For those looking for a bit more rigor, Avery provides some additional details in appendix A, but for the specialist, the presentation is heavily lacking.
The book opens with a facile but acceptable overview of the history of the development for the theory of evolution whereas most other texts would simply begin with Darwin’s work and completely skip the important philosophical and scientific contributions of Aristotle, Averroes, Condorcet, Linnaeus, Erasmus Darwin, Lamarck, or the debates between Cuvier and St. Hilaire.
For me, the meat of the book was chapters 3-5 and appendix A which collectively covered molecular biology, evolution, statistical mechanics, and a bit of information theory, albeit from a very big picture point of view. Unfortunately the rigor of the presentation and the underlying mathematics were skimmed over all too quickly to accomplish what I had hoped to gain from the text. On the other hand, the individual sections of “suggestions for further reading” throughout the book seem well researched and offer an acceptable launching pad for delving into topics in places where they may be covered more thoroughly.
The final several chapters become a bit more of an overview of philosophy surrounding cultural evolution and information technology which are much better covered and discussed in James Gleick’s recent book The Information.
Overall, Avery has a well laid out outline of the broad array of subjects and covers it all fairly well in an easy to read and engaging style.
- Started book on 07/11/11
- Finished book on 08/14//11
We’re just past mid-summer. This means that most professors have just put in their book orders with bookstores for their fall courses if they haven’t already done so months ago. Enterprising students are either looking online for what those fall textbooks will be, or contacting their professors for booklists so they can begin pre-reading material.
The Chronicle of Higher Education’s ProfHacker Blog recently published an article by Erin Templeton entitled “Read Ahead to Get Ahead? Not so Fast” in which she stated a philosophy in which reading ahead might not be such a good idea. I certainly understand the point of view of withholding a reading list for the reasons mentioned particularly for fiction classes, though I would personally tend to use her spectacular advice given in the last paragraph. Unfortunately, for the broader topic of textbooks, I think it’s disingenuous to take such a narrow view as fiction (and similar) classes are a small segment of the market. If nothing, the headline certainly makes for excellent link-bait as the blogosphere would define it.
From the broader perspective, it is generally a good idea to get copies of the reading list early and get a jump start on the material. But more than this, there is actually a better way of approaching the idea of textbooks, particularly for the dedicated student.
It’s more than once been my experience that the professor chooses the worst text available for a particular course – perhaps because she doesn’t care, because it was the cheapest, because she liked the textbook salesperson, because it’s the “standard” text used by everyone in the field despite its obvious flaws, because it’s the legacy text prescribed by the department, because it’s the text she used in graduate school, because she wrote it, or simply because the deadline for ordering for the bookstore was looming and wanted the task out of the way. Maybe she actually put in a great deal of work and research choosing the book six years ago but hasn’t compared any texts since then and there are two new books on the market and her previous second choice has been significantly updated and all of them may be better choices now.
Historically, it used to be the case that the first job the student faced was to do some research to choose their own textbook! Sadly — especially as most courses have dozens of excellent potential texts available for use — this concept has long since disappeared. How can this travesty be remedied?
The first step is realizing that when the course guide says that a book is “required” it really means that it’s recommended. Occasionally, for some courses or in-class work (think literature classes where everyone is reading the same text because absolutely no alternates are available), actually having the required text may be very beneficial, but more often than not, not having the particular text really isn’t a big issue. One can always borrow a classmate’s text for a moment or consult a copy from a local library or from the library reserves as most colleges put their required textbooks aside for just such a use.
When taking a course myself, I’ll visit the library, local bookstores, and even browse online and pull every text I can get my hands on as well as some supplemental texts about a particular topic. I’ll cull through recommended reading lists for similar courses at other universities. Then I’ll spend a day or two browsing through them to judge their general level of sophistication, the soundness of their didactic presentation, the amount of information they contain, what other texts they cite, are there excessive typos, are they well edited, do the graphs, charts, or diagrams assist in learning, find out if the third edition is really better than the second to justify the eighty dollar price differential, and a variety of other criteria depending on the text, the class, and the level of difficulty. In short, I do what I would hope any other professor would do herself, as one can’t always trust that they’ve done their own homework.
Naturally I’m not able to do this research from the same perspective as the professor, and this is something that I take into account when choosing my own textbook. More often than not many professors are thrilled to engage in a discussion about the available textbooks and what they like and dislike about each and which alternates might be more suitable for individual students depending on what they hope to get out of the class. But doing this research certainly gives me a much broader perspective on what I’m about to learn: what are the general topics? what are the differing perspectives? what do alternate presentations look like? what might I be missing? how do the tables of contents differ? how has the level of the material progressed in the past decade or the last century? Finally I choose my own textbook for personal learning throughout the semester. I may occasionally supplement it with those I’ve researched or the one recommended (aka “required”) by the professor or may read library reserve copies or take the requisite homework problems/questions from them. I find that in doing this type of research greatly enhances what I’m about to learn and is far more useful than simply taking the required text and bargain hunting for the best price among five online retailers. In fact, one might argue that forcing students to choose their own textbooks will not only help draw them into the topic, but it will also tend to enhance their ability to think, rationalize, and make better decisions not only as it relates to the coursework at hand but later on in life itself.
Often textbooks will cover things from drastically different perspectives. As a simple example, let’s take the topic of statistics. There are dozens of broad-based statistics texts which try to be everything for everybody, but what if, as a student, I know I’m more interested in a directed area of application for my statistics study? I could easily find several textbooks geared specifically towards biology, economics, business, electrical engineering and even psychology. Even within the subcategory of electrical engineering there are probability and statistics books aimed at the beginner, the more advanced student, and even texts which are geared very specifically toward the budding information theorist. Perhaps as a student I might be better off using texts from writers like Pfeiffer, Leon-Garcia, or one of Renyi’s textbooks instead of a more broadly based engineering text like that of Walpole, Myers, Myers, and Ye? And even in this very small subsection of four books there is a fairly broad group of presentations made.
I think it’s entirely likely that a student studying a given topic will be much better motivated if she’s better engaged by the range of applications and subtopics which appeal more to her interests and future studies than being forced into using one of the more generic textbooks which try to cover 20 different applications. Naturally I’ll agree that having exposure to these other topics can be useful within the context of a broader liberal arts setting, but won’t the student who’s compared 20 different textbooks have naturally absorbed some of this in the process or get it from the professors lectures on the subject?
For the student, doing this type of choose-your-own-textbook research also has the lovely side effect of showing them where they stand in a particular subject. If they need remedial help, they’re already aware of what books they can turn to. Or, alternately, if they’re bored, they can jump ahead or use an alternate and more advanced text. The enterprising student may realize that the professor requires text A, but uses text B to draw from for lectures, and text C for formulating (often read: stealing) quiz and test material. Perhaps while using an alternate text they’ll become aware of subtopics and applications to which they might not have otherwise been privy.
Finally and fortuitously, it also doesn’t take more than a few moments to realize what wonderful and profound effects that such a competitive book choosing strategy will have on the textbook industry if it were widely adopted! I’d imagine there would be a much larger amount of direct competition in the textbook market which would almost necessitate newer and better textbooks at significantly reduced prices.
If you’re a student, I hope you’ll take the time for one of your upcoming classes to try this method and select your own “required” textbook as well as one or two recommended texts. I’m sure you’ll not only be more engaged by the subject, but that you’ll find the small amount of additional work well worth the effort. If you’re a professor, I hope you might not require a particular textbook for your next course, but might rather suggest a broad handful of interesting textbooks based on your own experience and spend 15 minutes of class time discussing the texts before making the student’s first assignment to choose their own textbook (and possibly subsequently asking them why they chose it.)
John Battelle recently posted a review of James Gleick’s last book The Information: A History, A Theory, A Flood. It reminds me that I find it almost laughable when the vast majority of the technology press and the digiterati bloviate about their beats when at its roots, they know almost nothing about how technology truly works or the mathematical or theoretical underpinnings of what is happening — and even worse that they don’t seem to really care.
I’ve seen hundreds of reviews and thousands of mentions of Steven Levy’s book In the Plex: How Google Thinks, Works, and Shapes Our Lives in the past few months, — in fact, Battelle reviewed it just before Gleick’s book — but I’ve seen few, if any, of Gleick’s book which I honestly think is a much more worthwhile read about what is going on in the world and has farther reaching implications about where we are headed.
I’ll give a BIG tip my hat to John for his efforts to have read Gleick and post his commentary and to continue to push the boundary further as he invites Gleick to speak at Web 2.0 Summit in the fall. I hope his efforts will bring the topic to the much larger tech community. I further hope he and others might take the time to read Claude Shannon’s original paper [.pdf download], and if he’s further interested in the concept of thermodynamic entropy, I can recommend Andre Thess’s text The Entropy Principle: Thermodynamics for the Unsatisfied, which I’ve recently discovered and think does a good (and logically) consistent job of defining the concept at a level accessible to the average public.
I am now going to recommend it to everyone that I meet and have already begun proselytizing its thesis. Certainly worth a second, third, and a successive rereads given the broad array of topics it covers in such a cohesive way. Simply and truly SPECTACULAR!
Dare to be an optimist…
For those interested in short tangential video related to the broader thesis take a look at Matt Ridley’s related TedX talk: [ted id=915]
- 06/05/11 marked as: currently reading
- 06/06/11 10:37 pm Page 98 22.0% “I love the thought of ideas having sex! Evolution in a whole different framework…”
- Finished book on 07/05/11
Information theory provides a constructive criterion for setting up probability distributions on the basis of partial knowledge, and leads to a type of statistical inference which is called the maximum-entropy estimate. It is the least biased estimate possible on the given information; i.e., it is maximally noncommittal with regard to missing information. If one considers statistical mechanics as a form of statistical inference rather than as a physical theory, it is found that the usual computational rules, starting with the determination of the partition function, are an immediate consequence of the maximum-entropy principle. In the resulting "subjective statistical mechanics," the usual rules are thus justified independently of any physical argument, and in particular independently of experimental verification; whether or not the results agree with experiment, they still represent the best estimates that could have been made on the basis of the information available.
It is concluded that statistical mechanics need not be regarded as a physical theory dependent for its validity on the truth of additional assumptions not contained in the laws of mechanics (such as ergodicity, metric transitivity, equal a priori probabilities, etc.). Furthermore, it is possible to maintain a sharp distinction between its physical and statistical aspects. The former consists only of the correct enumeration of the states of a system and their properties; the latter is a straightforward example of statistical inference.