Psychedelic substances like ayahuasca, psilocybin, and LSD have been used for thousands of years in spiritual ceremonies, with users often reporting transcendent and life-altering experiences. Chapter 8 traces the arc of psychedelic use from ancient rituals and colonization to the countercultural revolution and modern neuroscience labs. The chapter blends cultural history with psychopharmacology, showing how these compounds mimic serotonin and interact with the brain’s serotonin receptors to create altered states of consciousness. Citing research from neuroscience and psychology, the chapter considers how psychedelics affect the default mode network, ego, and self-referential processing. These effects can lead to feelings of oneness, ego death, and even reductions in depression and anxiety. The chapter asks whether the mystical states brought on by psychedelics are supernatural or simply deeply meaningful expressions of altered neural processing. Regardless, their potential therapeutic value, especially when guided in proper set and setting, positions psychedelics at the intersection of brain, mind, and meaning.

It is argued here that the modern school isn’t just about ‘education’ in some abstract, humanist sort of way; rather, schools have an essential role to play in how we govern our society. It is tempting to think that the process of teaching children has always been pretty much the same, and that mass schooling emerged as a result of greater concern for the wellbeing of the young. The evidence paints a somewhat different picture, wherein mass schooling formed a crucial component of a new form of social regulation based upon an increasing focus on individuality, where the school subtly conforms to the requirements of the state and where the disciplinary management of the population is made possible through continual surveillance and the close regulation of space, time and conduct.

Psychics, mediums, and fortune tellers may seem to possess supernatural insight, but many of their most impressive feats can be explained by the brain’s natural tendencies toward pattern recognition, suggestion, and belief confirmation. This chapter explores the psychological mechanisms behind psychic predictions, including confirmation bias, selective attention, and the Barnum effect. It also examines how experimenter bias and subtle behavioral cues can shape perceived psychic accuracy—even when no one is intentionally deceiving anyone. Using demonstrations from visual neuroscience, the chapter reveals how much information the brain fills in without our awareness. Alongside compelling case studies and historical context, readers are invited to consider how intuition, belief, and cognitive shortcuts can converge to create compelling—yet illusory—experiences. Whether or not psychic powers exist, the feeling of being seen or understood can be profoundly real, and this chapter examines how those feelings might arise from within.

This chapter unpacks the complex and changing relationship between gender and education. In order to accomplish this, it links each of the most common myths in the area with one of the three waves of feminism that characterised the twentieth century. As with the arguments surrounding social class, it will ultimately be suggested that explanations relying upon a master discourse – not ‘the economy’ again, but rather patriarchy, a unified system of male domination – are outdated. Similarly, it is argued that the view of gender as a binary of man/woman based on anatomy at birth has had its day.

This chapter argues that educators need to have a good grasp of all the various forms of pre-adulthood that we take for granted, such as ‘the child’ and ‘the youth’. These categories are the focus of a range of different disciplines, most of which found their explanatory models in nature itself. As such, the behaviour of children and youth may be deemed to require explanation, but not the very existence of the categories themselves. The issues raised in this chapter concern the degree to which childhood and youth are actually socially constructed categories that serve particular social functions. Of greatest interest here are the ways in which childhood and youth are both artefacts of, and vehicles for, social governance.

This chapter introduces topological quantum computation (TQC), a model using non-Abelian anyons, specifically Fibonacci anyons, for information processing via braiding operations. The braid group and fusion rules are central to TQC, enabling operations that remain robust against certain environmental errors. TQC provides inherent fault tolerance, reducing susceptibility to local disturbances. The chapter concludes by examining the challenges and future potential of topological models, marking TQC as a promising, albeit complex, path toward scalable and robust quantum computing solutions.

We are living in a time when many teachers say they are feeling burnt out, and many others have left the profession altogether. Even new teachers who might start out feeling enthusiastic are likely to leave the profession after a few years. Teachers say the pressures they feel don’t match their view of what teaching is supposed to be all about – caring for, and teaching, children and young people. So, what do teachers do? What does the public (and, for that matter, Hollywood movie producers) think teachers do? This chapter argues that we have a bit of a mismatch between what people outside the profession think, and the experiences of teachers themselves. It also argues that broader changes in education, such as the use of data to govern teachers’ work has created extra pressure on teachers.

There are all sorts of dilemmas when it comes to technology and education. How much should be allowed in schools? Do teachers have to worry about students’ data security and privacy? Is it ok for you to ask a computer to write your essay for you? Are we ruining the eyesight and attention spans of an entire generation thanks to excessive screen time? This chapter looks at the debates that exist when it comes to digital technology and education. It will be argued here that the interplay between technology and education is highly complex – and changing – at a pace that is almost unimaginable.

This chapter makes the case for the importance of philosophy as a discipline in its own right, as a subject area vital to the better understanding of education and as a set of self-reflective practices that can make us better teachers. Philosophy is concerned largely with those areas of study and speculation beyond the reach of empirical analysis, addressing problems about how we construct knowledge, how we produce a just society and how we determine ‘right’ from ‘wrong’. Its central research methodology is simply to think with clarity. The significance of this discipline has not been limited to answering abstract questions about the human condition; philosophy has been instrumental in both making us into rational and reflective citizens and framing the ideas behind our entire system of mass schooling.

This chapter argues that our subjective experiences – how we experience the world and understand ourselves within it – are just as closely governed as our objective conduct, discussed in Chapter 5. Whether they realise it or not, contemporary teachers are expected to play a significant role in this form of regulation. After all, teachers are now not simply responsible for transmitting a given curriculum and keeping children in line; they are de facto psychologists, responsible for the mental health, regulation and development of their pupils.

This chapter argues that the issue of ‘truth’ has played a foundational role, not only within the discipline of philosophy but also within many different aspects of Australian culture. However, there seems to be little agreement on what it really is, and while some philosophers contend that truth is a meaningless concept – a linguistic mirage – most would argue there’s something of importance there, but what is it? Even if we struggle to determine the real nature of truth – as we did with the real nature of right and wrong in Chapter 14 – at least we structure our culture, our knowledges and our school curricula around stuff we know to be unequivocally true … or do we? Arguably, many of the assumptions we make, often derived from five centuries of European colonialism, do not stand up to close scrutiny. They are often ‘truths’ that suit particular interests of the powerful, and subtly act to reinforce their worldview.

This chapter delves into topological order, a phase of matter with implications for quantum computation. The ℤ2 toric code model is introduced, using lattice arrangements of qubits to demonstrate topological protection against errors. Anyons, particles exhibiting unique exchange statistics, are utilized for encoding information through braiding operations. Surface codes are discussed as practical implementations of topological error correction, leveraging topological entanglement entropy to protect quantum information. This approach provides a highly resilient framework for quantum error correction, essential for developing fault-tolerant quantum computers with intrinsic stability against certain types of errors.

This chapter examines quantum decoherence, a process by which quantum information is lost due to environmental interactions. Various noise channels, such as bit-flip, phase-flip, and depolarizing channels, are discussed to illustrate common errors in qubit states. The Kraus representation and Lindblad equation offer frameworks for modeling these interactions. Metrics such as T1 (relaxation time) and T2 (decoherence time) are introduced to measure qubit stability. Understanding decoherence mechanisms is critical for developing strategies to preserve quantum information, laying the groundwork for quantum error correction techniques and highlighting the challenges in creating reliable quantum systems.