The quest to understand defines our humanness. Since time immemorial it has given rise to art and literature, philosophical reflection, religious practice, myths, metaphor, and allegory, as well as, in more recent history, disciplined scientific inquiry. Seeking understanding is a lifelong journey towards a goal the parameters of which change as our pursuit progresses, until, at life's end, the goal vanishes beyond the horizon. Such is humanness. Along the way, we build, in an enduring self-transformative fashion, our mind-the scientific mind. But what is that mind? A transdisciplinary team of 21 prominent authors, from areas such as music history, psychiatry, physics, cosmology, education, astronomy, mathematics, medicine, gaming, artificial intelligence, science communication, early child development, science education, and economics, shed light on what it takes humans to build and cultivate the scientific mind along the lifespan. A decade of intercultural dialogue preceded the book. It comprised six major international Building the Scientific Mind colloquia in culturally diverse settings that spanned the entire planet. Several hundred people from different disciplines and interests-among them distinguished scientists, policy and decision makers, practitioners and thinkers-contributed to the dialogue. Building the scientific mind transforms our 'way of being in the world.' It is driven by the desire to understand deeply-cognitively and affectively-who we are in a world of which we are an integral part. It has great relevance for sustained human existence in the Anthropocene and profound implications for how we organize the conditions for informal and formal learning.

The quest to understand defines our humanness. Since time immemorial it has given rise to art and literature, philosophical reflection, religious practice, myths, metaphor, and allegory, as well as, in more recent history, disciplined scientific inquiry. Seeking understanding is a lifelong journey towards a goal the parameters of which change as our pursuit progresses, until, at life's end, the goal vanishes beyond the horizon. Such is humanness. Along the way, we build, in an enduring self-transformative fashion, our mind-the scientific mind. But what is that mind? A transdisciplinary team of 21 prominent authors, from areas such as music history, psychiatry, physics, cosmology, education, astronomy, mathematics, medicine, gaming, artificial intelligence, science communication, early child development, science education, and economics, shed light on what it takes humans to build and cultivate the scientific mind along the lifespan. A decade of intercultural dialogue preceded the book. It comprised six major international Building the Scientific Mind colloquia in culturally diverse settings that spanned the entire planet. Several hundred people from different disciplines and interests-among them distinguished scientists, policy and decision makers, practitioners and thinkers-contributed to the dialogue. Building the scientific mind transforms our 'way of being in the world.' It is driven by the desire to understand deeply-cognitively and affectively-who we are in a world of which we are an integral part. It has great relevance for sustained human existence in the Anthropocene and profound implications for how we organize the conditions for informal and formal learning.

This book is about questions.

Learners are no longer what they used to be. Today's learners find themselves in a learning landscape that is constantly and dramatically changing. The modalities through which people learn; the purposes for which they learn; and the contexts in which learning acquires its meaning, are in permanent flux. Learners must be constantly adaptive as they engage in a learning journey that lasts a lifetime, emphasizing their learner self-efficacy, individually as well as socially. This new reality requires of educators to rethink what it means to teach. Those who develop policies that shape the future of the educational landscape are challenged to take a fresh look at the societal conditions that foster learning. For the research community it means that entirely new questions must be formulated and new ways devised to address them.

Because this book is about questions, the fundamental process through which it was created is dialogue. That dialogue took place over a two-year period involving researchers, lifelong learners, educators, and thinkers. The publication of the dialogue in the form of this book addresses the authorsa (TM) peer community: the learners, teachers, researchers and policymakers who will take the dialogue forward and contribute to its further growth.

a oeWorking on this book was a very special kind of experience, a says John Bransford (University of Washington), a contributing author to the book and well known for his involvement in coordinating key research on how people learn. While participating in the dialogue a oewe were all helped to a ~walk our talka (TM) and use technology to improve everything we dida "from preparing for ourinitial conference presentations to reading and learning from one anothera (TM)s chapters (posted on line) as they were continually improved through extremely helpful editing suggestions. I'm convinced that the conversations will not end with this book. Through technology-based dialogue facilitated by the magic touch of the editorsa (TM) leadership, I'm sure that all of usa "authors and readers of this volumea "will continue to learn from one another. This is the way that collaborative science should work.a

This book is about questions. The fundamental process through which it was created is an extended and in-depth dialogue. That dialogue took place over a two-year period involving researchers, lifelong learners, educators, and thinkers. The publication of the dialogue in the form of this unique book addresses the authors peer community: the learners, teachers, researchers and policymakers who will take the dialogue forward and contribute to its further growth.