The LEGO Movie provides more ways to think about the nature of autonomy and how others can either help or hinder one's development. At the beginning of The LEGO Movie, Emmet Brickowoski is an extreme case of someone who is not autonomous. Emmet is also contrasted with the Master Builders, who are autonomous, making decisions for themselves with confidence and gusto. When Emmet comes into his own as The Special, it is only with the help of others. (...) Emmet begins his development by convincing the Master Builders to follow his plan. Among them, only he has the capacity to really understand others' expectations in a way that will result in a successful plan to stop Lord Business's plot. Wyldstyle experiences a development similar to Emmet's. Her given name is Lucy, and she molds her personality to others' expectations. Wyldstyle's case examines what might be missing in the Master Builders. (shrink)

LEGO bricks have spread in popularity to include many adults among their fan base. LEGO bricks form one small arena in which culture is expressed. LEGO offers an example to understand a subtle and difficult cultural critique of society offered by Jean Baudrillard, an influential French philosopher whose works contribute to postmodern understandings of the world and people's place in it. This chapter describes Baudrillard's four stages that are a model of the way the world works. These (...) stages are as follows: reality representing basic bricks; conflict play and masking; sky‐fi and the absence of reality; and ApocaLEGO and self‐simulation. His four stages merely describe the process from reality producing the image to the image producing reality. The chapter deals with bricks that seem to effectively represent the real, but through subsequent developments the bricks have come to supplant the real. Baudrillard argues this happens throughout media‐saturated culture. (shrink)

Two ideal standard clocks, effectively isolated from interaction with other physical systems, and in a region of the universe free of gravitational fields, are assumed to move in any arbitrary manner so that they coincide on at least two occasions. In general, the reading of one of them will become retarded relative to the other in the interval between successive coincidences. This relative retardation is predicted by the restricted theory of relativity, taken together with the assumption that the 'rate' of (...) a clock depends only on its velocity and not on its acceleration. The recognized procedure for calculating the retardation in terms of clock 'rates' is set out, and is illustrated by its application to a simple hypothetical experiment in which one clock remains at rest and the other travels away from and back to it with constant speed in a straight line. There is nothing paradoxical in the predicted retardation as such. The so-called 'clock paradox' arises because an alternative, and apparently valid, calculation procedure, also based on clock 'rates', leads to a contradictory result. The term 'paradox' is something of a euphemism since the two predictions are contradictories. It is shown that the paradox does not arise when direct use is made of the Lorentz transformation without introducing the additional, and non-essential, step in reasoning involved in utilizing the clock 'rates'. It is then shown that the paradox arises only through using these clock 'rates' without due regard to the exact significance of the quantities so described; once this is recognized the paradox is resolved completely within the framework of the restricted theory, which then provides a unique and unambiguous prediction of the relative retardation. Once the paradox is thus resolved, the general theory of relativity can add nothing significant to the analysis. It is shown that the application of the principle of equivalence is essentially trivial; in effect, Einstein and Tolman evaded the real logical issue raised by the contradictory predictions by denying the applicability of the restricted theory and then utilizing, by means of the principle of equivalence, results obtained from it. This tortuous procedure succeeded in evading the paradox rather than in resolving it; it would obviously be quite invalid were the restricted theory indeed inapplicable to the problem. (shrink)

This chapter first distinguishes between originality and creativity. True originality is rare, whether in art, science, or LEGO, because to be truly original means to have done something that no one has ever done before, and that no one could have anticipated. Most LEGO creations will not meet that condition, for with the exception of serious hobbyists who undertake massive builds, most players who make original creations are making creations that are commonplace. Painting or remolding or placing stickers (...) on the bricks counts against the spirit of LEGO creation. The chapter then discusses The LEGO Movie embodies the paradox that presents three conflicting models of creative LEGO play, illustrated by the Master Builders, Finn's father, and Emmet. The movie's creators were deliberately playing around with conflicting popular conceptions of creativity: creativity as madness, creativity as thinking outside the box, and creativity as vision. (shrink)

The farms in the LEGO Farm theme are immaculate. They feature sparkling clean tractors, pristine fences, and the complete absence of dirt. Whether it is on purpose, or a limitation based on the number of pieces that can be placed inside a box, LEGO Farm presents an agricultural utopia. The farms are smaller, less dependent on toxic inputs, and friendlier to animals than real‐life commercial farms. LEGO Farm often features animals that are clean and well fed. Some (...) animals even appear to be smiling, and that's appropriate considering that they are viewed as living creatures rather than commodities. With LEGO, kids and adults can imagine farms as they would ideally make them. The beauty of LEGO is that anyone can be a Master Builder, building their own MOCs. As a Master Farmer the possibilities for representing environmentally friendly agriculture are endless. (shrink)

In The LEGO Movie, Vitruvius's notion of the "The Special" introduces what will be a central motif for the film. As it turns out, the one who finds this "Piece of Resistance" is not quite the hero he was expected to be. Emmet Brickowoski, a construction worker, will find this "Piece of Resistance". Throughout the film, others suggest to Emmet both implicitly and explicitly that he brings nothing of value to any particular individual or to society, and that consequently (...) he himself has no value. If one interpret The LEGO Movie as being driven by Emmet's quest for discovering his value, the real philosophical turning point in the film is not when Emmet's double‐decker couch permits the Master Builders to escape from the sinking submarine and they realize that Emmet's ideas actually are useful. Rather, it is when Emmet realizes their approval is irrelevant to his value. (shrink)

One of the great virtues of LEGO is that it has the potential to make any one of us a Master Builder. In The LEGO Movie, Wyldstyle and Batman present a case study in the value of precision in language. If your basic two‐by‐four brick is the "uncarved block", LEGO makes "carved" ones too: cockpits, irregular minifig heads, all those cool bits. In the case of the LEGO brick, the less it's like a toy, the better (...) we can play with it. According to the Daoists, government is no different: the less it does, the better it works. One of the most telling differences between ancient Greek philosophy and ancient Chinese philosophy lies in their attitudes toward imprecision. LEGO Master Builders understand this. This is the Daoist model of government: commit yourself to the goal, be willing to be flexible, and voila, you've freed yourself of the tyranny of the instruction booklet. (shrink)

Theory of Mind is the ability to predict and understand the mental state of another. While ToM is theorized to play a role in language, we examined whether such a mentalizing ability plays an important role in establishing shared understanding in conversation. Pairs of participants engaged in a Lego model building task in which adirectorinstructed abuilderon how to create duplicate models from a prototype that only the director could see. We manipulated whether the director could see or could not (...) see the builder’s workspace. As predicted, the Mind in the Eyes test predicted accuracy when the workspace was hidden. A high mentalizing ability was an advantage when instructing, resulting in fewer errors, but may be a disadvantage when following instructions. This research indicates that ToM plays a key role in communicating information effectively in conversation. (shrink)

Theory of Mind is the ability to predict and understand the mental state of another. While ToM is theorized to play a role in language, we examined whether such a mentalizing ability plays an important role in establishing shared understanding in conversation. Pairs of participants engaged in a Lego model building task in which a director instructed a builder on how to create duplicate models from a prototype that only the director could see. We manipulated whether the director could (...) see or could not see the builder’s workspace. As predicted, the Mind in the Eyes test predicted accuracy when the workspace was hidden. A high mentalizing ability was an advantage when instructing, resulting in fewer errors, but may be a disadvantage when following instructions. This research indicates that ToM plays a key role in communicating information effectively in conversation. (shrink)

This chapter explores how LEGO compare to the metaphysics of the real, actual world—our universe. LEGO worlds and real worlds at least differ in how many there are: there are many LEGO worlds, but only one real world. According to David Lewis, there are worlds in which people were saved from entering the dark ages. There are worlds where they have a billion bricks at their disposal. But there are also worlds where LEGO has never been (...) invented. On Lewis's view, other worlds are just as real as the actual world. Lewis's plausible thesis of Humean supervenience need not be combined with his extravagant claim that there is a real world for any possible arrangement of the fundamental building blocks. A pervasive and obvious phenomenon of our world, is absent in a LEGO world. Things change—cars move, babies grow, coffee goes cold, leaves turn brown. (shrink)

Despite best efforts, every aspect of life is in a state of flux. To adapt is to survive. That is why we must learn to embrace the Buddhist philosophy of impermanence. The essence of impermanence is that reality is never stagnant but is dynamic throughout. The one‐by‐four blue brick with bow that was once associated with the roof of the LEGO Cinderella's Dream Carriage may now be unidentifiable. Skills evolve, experience accumulates, and every LEGO project raises the bar (...) for the next endeavor. When we dismantle it brick by brick, systematically examining each piece, we find that the self, like the Death Star, lacks any substantial permanent essence, that it is bereft of the sum of self. LEGO enthusiasts recognize the MOC (My Own Creation) as a LEGO creation that monks designed and built. Destruction of a mandala, like dismantling LEGO creations, demonstrates that beauty is only meant for this world for a short time. (shrink)

In January 2014, seven‐year‐old Charlotte Benjamin wrote a letter to LEGO in which she described a lack of LEGO options for girls. Charlotte's letter has since gone viral. Many critics of the LEGO Friends theme have cited it in articles and blog posts about how this girls theme reinforces negative gender stereotypes. LEGO introduced the Friends theme in early 2012 explicitly as the "girls theme" to replace the unsuccessful LEGO Belville theme. Many fans of (...) class='Hi'>LEGO found the gender imbalance unfortunate, because, as studies indicate, playing with blocks, in particular in structural play, can significantly enhance spatial and mathematical skills. LEGO's solution was to create a theme in which purple and pink colors dominate the fictional place: Heartlake City. LEGO also introduced a new kind of figure: the mini‐doll. The mini‐doll is different from the traditional LEGO minifigures in being less blocky, more styled and taller; it is also a bit more feminine in appearance. (shrink)

LEGO and Creativity -- LEGO, Ethics, and Rules -- LEGO and Identity -- LEGO, Consumption, and Culture -- LEGO, Metaphysics, and Math.

Playing with LEGO is naturally educational—it supports free play, imagination, and creativity. LEGO is forward‐thinking—it was one of the first toys to promote gender equality. LEGO advertises itself as a lifestyle choice whose values include being part of a team that educates people, that does the right thing, and that prides itself on its wholesomeness. This image is rather different from the reality of LEGO as a for‐profit company. The Greenpeace video undermines the entire ideology behind (...) the LEGO brand and everything it stands for. This chapter examines the relation between one's ideology and politics, on the one hand, and one's status as a consumer of LEGO toys, on the other. It also considers LEGO's long‐standing and problematic partnership with Shell. Shell, of course, is one of the world's largest and most profitable oil companies. The Greenpeace video hints at many possible criticisms of LEGO's relationship with Shell. (shrink)

LEGO tells about not just LEGO architecture but architecture generally: its objects, its aesthetic properties, and how people judge them. To illustrate how thinking about LEGO can help people with such matters, this chapter considers some scenarios. These scenarios illustrate two very different ways of thinking about architecture. On the one hand, people might think architectural objects (more commonly, "works of architecture"), like buildings, bridges, and aqueducts, have forms that stand on their own, and which thereby do (...) not depend on historical, environmental, or any other contexts. On the other hand, they might think that architectural objects are best understood (maybe only understood) if they have one or more kinds of contextual information. From a different angle, some might see formalism as a better fit with original LEGO world design than with real‐world architectural design. Proponents of formalism take note of what makes architectural objects distinctive. (shrink)

LEGO and math are both about what one do with the objects. In LEGO, he/she can build sets following the instructions, or alternatively dump a whole bunch of LEGO on the floor and build whatever he/she like. In math, he/she have a similar freedom to create new things, solve problems, and play around. Geometry makes far greater use of pictures and diagrams than tends to be the case for other areas of mathematics. This chapter focuses on diagrammatic (...) proofs as a key case where proofs guide him/her through a series of actions. If one accepts the LEGO account of diagrammatic proofs then he/she has strongly sided with the geometers against Plato. The main principle of departure from Plato is to focus on mathematical activities. The same thought is meant to apply to LEGO: the particular bricks are only important insofar as they facilitate the things we can practically do with them. (shrink)

‘Fundamental’ is a prime example of what philosopher John Post called an “accordion word”: highly flexible and capable of expanding or contracting depending on context. Physicists and many cosmologists will view their domain as fundamental, and one will often see the expression ‘fundamental physics’ to describe an actual subject area—the idea being that such practitioners are dealing in ‘compositional ultimates’.

In this essay I discuss how I built a cognitive‐robotics lab using inexpensive LEGO® MINDSTORMS™ robot kits. The lab has provided pedagogical and research opportunities for a number of philosophy courses, and I briefly describe the results of those efforts. I also describe how one might build a similar lab. Philosophers need to be more directly involved in the field of robotics. There is much work to do in tidying up the philosophical debris left by the last wave of (...) robotics research, which the researchers have been unwilling or unable to do themselves. The major barriers to participation have been hardware costs and a lack of technical expertise among most philosophers. In recent years, though, these barriers have become less of a problem. At the end, I present some ideas about the kinds of experiments that such kits make possible and how to expand beyond the limitations of the basic LEGO® hardware. (shrink)

The ArgumentMany inventors, engineers, and scientists think in verbal images. Elmer Sperry (1860–1930), a noted American inventor, was able to “operate” in his mind's eye the machines he was developing. For inventors, engineers, and experimental scientists, visualization is often followed by construction of a physical model of the invention, which can be an experimental apparatus. The model, or apparatus, is then tested in increasingly complex environments and changes are made in the physical artifact until it is ready to be used. (...) Examples of this process of development are Sperry's development of a ship stabilizer for the U.S. Navy and a revolving mirror to be used by Albert Michelson in the determination of the speed of light. Thomas Edison called experimentation his development of an invention through the building and testing of a series of models. So, both scientists and inventors experiment. They are not discovering the “secrets of nature”: they are observing how artifacts – their physical creations – behave. These physical models of thought reflect the characteristics of the tools with which they were made. They are socially constructed, as well. (shrink)

The ability to make informative comparisons is central to human cognition. Comparison involves aligning two representations and placing their elements into correspondence. Detecting correspondences is a necessary component of analogical inference, recognition, categorization, schema formation, and similarity judgment. Connectionist Analogy Builder (CAB) determines correspondences through a simple iterative computation that matches elements in one representation with elements playing compatible roles in the other representation while simultaneously enforcing structural constraints. CAB shows promise as a process model of comparison as its performance (...) can be related to human performance (e.g., solution trajectory, error patterns, time‐on‐task). Furthermore, CAB's bounded working memory allows it to account for the inherent capacity limitations of human processing. CAB's strengths are its parsimony, transparency of operations, and ability to generate performance predictions. In this paper, CAB is evaluated against benchmark phenomena from the analogy literature. (shrink)

In the first section of this paper I present a view of linguistic meaning that I label 'Sentence Priority’: the position that semantically primitive language‐world contact is made at the level of complete sentences . Then, in the main part of the paper, I consider and reject an objection against Sentence Priority raised by John Perry, an objection that appeals to Wittgenstein's builders parable. Perry argues that the builder's utterances are utterances of self‐standing nouns, and that therefore they constitute (...) a counter‐example to SP. A sound assessment of Perry's argument, however, depends on a clear distinction between two cases: one in which the four expressions mentioned in Wittgenstein's example exhaust the builders’expressive powers, and one in which they do not. Once these cases are distinguished it can be seen that in neither does Perry's argument go through. (shrink)

Our aim in this paper is to argue that Socrates is an intellectual character builder. We show that the Socratic Method, properly understood, is a tool for developing the intellectual character of students. It motivates agents towards the truth and helps them to develop the cognitive skills to gain knowledge of the truth. We further elucidate this proposal by comparing the Socratic Method, so understood, with the widely held contemporary view that the epistemic aim of education is the development of (...) the intellectual virtues. (shrink)

Diego Gambetta and Gloria Origgi describe Italy as a country in which there is a widespread preference for promising high quality goods and delivering low quality goods. Builders are presented as an example. Gambetta and Origgi make proposals regarding why there are these preferences. I was going to ask, why don’t they just try being builders for a while? But metaphorically speaking, they are builders, which makes explaining the problems they face easier.

LEGO bricks have an enormous educational potential. The article analyzes the possibility of using the bricks in teaching philosophy. As a case in point, it describes the LEGO-LOGOS project, a method where the bricks have been successfully used in opening students to philosophical ideas. The project makes use of play (in this case with the LEGO bricks) to introduce students to philosophy and philosophizing. It tackles one of the biggest obstacles in teaching this subject, that is the (...) resistance of students to formulate and express their thoughts as the method allows for a free and creative expression of ideas and interpretations. The article describes the structure of the classes where the method is to be used and provides an analysis of educational and philosophical assumptions of LEGO-LOGOS also touching on the possibility of using the method as a tool in the school setting and beyond. (shrink)

From the beginning in 1932, LEGO toys have expressed and were designed with an ethos grounded in simplicity, care, fun, and sustainability. The LEGO corporation's emphasis on openness parallels the philosopher Martin Heidegger's emphasis on openness, releasement, and working creatively within the structures and limitations of history and culture. When one play with LEGO toys, he/she eventually realize his/her creations can be taken apart or knocked down. Heidegger explains that these moments of destruction are opportunities for understanding. (...) For Heidegger, play is especially important because it reconnects them with the awe and wonder. The open structure of LEGO toys invites openness from creators. Other toys might create, require, and sustain different moods and modes of play. However, LEGO play reveals moods and desires in a unique way. LEGO play often extends over a sustained period of time, inviting play with the same bricks in diverse environments with different emotional settings. (shrink)

Study of the foreign magistri and protomagistri of the medieval cathedral of Ragusa (Dubrovnik) (ca 1130-1350, rebuilt after 1693) reveals the social dynamics of artists’ travel in Mediterranean ports. Building on previous research of the builders’ artistic contexts and references, this analysis combines close reading and comparison of contract documents, discussion of Ragusa’s foreign citizenship law, and questions informed by the sociology of mobility. The study concludes that the governor patrons of Ragusa Cathedral exploited the increased physical and occupational (...) mobility of Adriatic builders, then arrested that mobility by offering the builders social advantages in the form of professional security and a path to citizenship. This balance of mobility at multiple levels manifested in the cathedral’s cosmopolitan and open-ended design. (shrink)

The paper discusses in detail John Perry's important article “Davidson's Sentences and Wittgenstein's Builders“. Perry argues, on the basis of Wittgenstein's famous block/slab language, that words make direct metasemantic contact with the world. The present paper urges that, while Perry's conclusions are correct and important, the arguments provided for them, in his 1994 article, ignore essential features of genuine words in natural language. A more empirically-oriented alternative tactic for supporting the same philosophical conclusions is then provided, and its advantages (...) and disadvantages are weighed. (shrink)

This article grows out of the conviction that (some) films can philosophise. It looks to juxtapose the film Dogtooth and Wittgenstein's builders' example, such that they are seen as philosophising in similar ways over similar issues. Both strike me as probing the possibility—or denial—of a future with language. Using Stanley Cavell and Rush Rhees' responses to Wittgenstein's builders, I register the significance and meaning of themes from the film and Wittgenstein's work in a mutually enlightening way: language, games (...) and breaking free. This results in two different pictures of our hope of a future in and with language. (shrink)

Mental illness is difficult to reconcile with the Darwinian theory of natural selection. Major psychiatric conditions, such as psychosis and suicidality, often occur in young adults and impair reproductive potential, yet they also appear to be genetically mediated.1 The challenge for evolutionary psychiatry has been to explain not only how such seemingly disadvantageous genes have evaded natural selection, but also how the widespread vulnerability to such conditions ever became established in the human genome in the first place.2In Things Hidden Since (...) the Foundation of the World,3 Girard, with psychiatrist coauthors Oughourlian and Lefort, advanced an account of human evolution in which the scapegoat mechanism... (shrink)

In his research, the author focuses on the role played by Joseph Slipy in spiritual and religious education and the unification of the Ukrainian Greek Catholic Diaspora, as he affirmed understanding of the role and place of Ukrainian religious art and enlightenment as an indispensable component of the Eastern Christian tradition.

Crucial to the establishment of a scientific discipline is a body of knowledge organized around a set of instruments, interpretive techniques, and regimes of training in their application. In this paper, we trace the involvement of scientists and engineers at Varian Associates in the development of nuclear magnetic resonance spectrometers from the first demonstrations of the NMR phenomenon in 1946 to the definitive takeoff of NMR as a chemical discipline by the mid-1960s. We examine the role of Varian scientists in (...) constructing several models of NMR instruments for research scientists in the 1950s and the Varian efforts to influence the adoption of NMR as a standard tool for chemical analysis through Varian-supported publications, participation in scientific meetings, collaborations with academic chemists, workshops, and postdoctoral fellowships. Special attention is devoted to the development of the Varian A-60, the first commercial NMR instrument intended for the broadly trained chemist rather than a custom-built tool for the research specialist. Drawing on an examination of the use-rate of NMR instruments in chemical literature, the assessment of NMR in the chemical review literature by practitioners, and indicators of the establishment of a suitable funding environment for the growth of physics-based scientific instrumentation in the post-Sputnik era, we argue that the establishment of NMR as a discipline coincided with the adoption of the A-60 in the mid-1960s. During the period of our study, Varian Associates was a primary military contractor. This paper is intended to contribute to recent interest in the relation of military fundingto scientific enterprise during the Cold War and to the larger question of university-industry interactions in the growth of knowledge. (shrink)