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extracted/summaries/house-oversight-nov/23/house-oversight-023846.txt

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+News and World Report's annual rankings weigh heavily on the
+minds of the faculty and administration of universities who are in
+the prestige game. But world-class fac-
+ulty means faculty who care about research and not about teaching. While there certainly is no harm in going to Harvard or Yale, the suc-
+cess of their students hardly depends on what they learned in those
+places and depends a great deal more on the fact that the best and the
+brightest are the ones who go there in the first...

extracted/summaries/house-oversight-nov/23/house-oversight-023848.txt

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+102
+Teaching Minds
+happen next in that arena. Dogs usually know the scripts that pertain
+to them, as well. People seem astonishingly dumb when they can't predict what
+is obvious to everyone else. Not knowing what will happen next in
+a script you don't know, because you don't have the relevant experi-
+ence, means nothing at all, of course. The question is: If you have
+experienced something repeatedly, why haven't you figured out that
+what you have seen before will happen again?

extracted/summaries/house-oversight-nov/23/house-oversight-023849.txt

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+New Curricula for a New Way of Teaching
+103
+are confused, or when a long-held belief is challenged, with a request
+for evidence. She might have asked where she might try duck or what
+duck tasted like since she had not understood it correctly. She might
+have allowed for the possibility that she was wrong and asked to know
+more. This kind of dull thinking is not so much a matter of genetics as it
+a matter of not having been educated properly. If a child grows up in a world where questions...

extracted/summaries/house-oversight-nov/23/house-oversight-023850.txt

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+104
+Teaching Minds
+found to be true. At the core of thinking, you find generalization and
+explanation. Without failure
+we don't try to generalize and explain because we have nothing to
+generalize and explain. Thinking, therefore, looks like this:
+Make a prediction
+Prediction fails
+Make a generalization
+Explain your generalization
+Make a new prediction
+Let me explain how this works and why one cannot think well if one
+cannot do this. There is, of course, an art to describing
+Anyone who writes...

extracted/summaries/house-oversight-nov/23/house-oversight-023851.txt

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+New Curricula for a New Way of Teaching
+105
+got a week to talk about what his work was about. The goal was to try
+to convince students to sign up for a special research seminar with
+that faculty member the following quarter. My champion at Stanford was a psychiatrist named Kenneth Col-
+by. He invited me to share his week and thus we would be a team for
+which students could sign up the following quarter. He said: If you try to say everything that you
+know in an hour, either of two things is true.

extracted/summaries/house-oversight-nov/23/house-oversight-023852.txt

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+106
+Teaching Minds
+do exactly this: They supply generalizations when a student needs one
+and cannot come up with one by himself after a prediction that he
+made has failed.)
+The generalization that Colby supplied was, more or less: Be enter-
+taining if you want to attract followers and be listened to. Is this a good generalization? The next step in thinking is: Explain your generalization. If possible, one wants to test out the new hypothesis. But I said that one needs to explain why it works.

extracted/summaries/house-oversight-nov/23/house-oversight-023853.txt

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+New Curricula for a New Way of Teaching
+107
+new predictions, and be prepared for these predictions to fail. This is
+what thinking looks like no matter which cognitive process is being
+thought about and practiced. DIAGNOSIS
+Now let's talk about diagnosis. This seems on the surface to be a rather odd response, but when
+we look deeper we can see that I was saying something like, She could
+do this right if she wanted to, and he was thinking, Maybe she thinks
+the request is too extreme, as happened...

extracted/summaries/house-oversight-nov/23/house-oversight-023855.txt

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+CHAPTER 9
+How to Teach the Twelve Cognitive
+Processes That Underlie Learning
+The art of teaching is the art of assisting discovery.
+—Mark Van Doren
+We need to completely redefine what we mean by school and what we
+do in school. We need to think about education in a new way. Rather
+than wanting people to be educated, which usually means being able
+to quote Shakespeare or nod sagely when Freud's name is mentioned
+we need to expect people to be able to think well. Education would be
+better defined...

extracted/summaries/house-oversight-nov/23/house-oversight-023856.txt

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+110
+Teaching Minds
+Britannica, if you will. It would be filled with knowledge from experts
+that had been vetted by other experts and delivered seamlessly with-
+out your having to search for it. You don't need to be a scholar in order
+to make reasoned decisions. You just need to know how to find infor-
+mation to help you think things out well. One way to think about school
+is to ask about the significance and age-related properties of each of
+the cognitive processes.

extracted/summaries/house-oversight-nov/23/house-oversight-023857.txt

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+How to Teach the Twelve Cognitive Processes
+111
+So, upon reaching school age, a child can do some of the cognitive
+processes. Now the question is, How to we teach him to get better at
+them? First let's see what the cognitive processes fundamentally have in
+common. This will give us a way of thinking about how to teach them. The first and most important thing they have in common is that
+they all rely on a case base.

extracted/summaries/house-oversight-nov/23/house-oversight-023858.txt

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+What kinds of predictions do children regularly make, then? And, what can we teach and how can they learn?
+1. Children predict the actions of the people that they interact
+with, but they do not necessarily realize that they do this.
+2. Children predict the reactions of objects and actions in the
+physical world, but they do not necessarily realize that they
+do this either.
+3. Children predict their own feelings and mental states.

extracted/summaries/house-oversight-nov/23/house-oversight-023859.txt

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+How to Teach the Twelve Cognitive Processes
+113
+This should start as early as 1st grade (or age 5—I don't really be-
+lieve in grades). We design experiences for children that are age
+appropriate and talk about what will happen in those experiences be-
+fore they do them and how they can learn from and improve upon
+those experiences after they happen. Then they undergo a slightly
+more complex experience that builds on what they learned. The question is what experiences to design,
+how to design...

extracted/summaries/house-oversight-nov/23/house-oversight-023860.txt

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+114
+Teaching Minds
+very small. We keep learning about walking throughout our lives be-
+cause things change. Babies predict what will happen when they cry. We predict what will happen next because
+we know the script. But what if you want to teach them?

extracted/summaries/house-oversight-nov/23/house-oversight-023861.txt

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+How to Teach the Twelve Cognitive Processes
+115
+one foot going in front of the other foot or think about it very much. So if a teacher tries to teach us about it, it is doubtful that the words
+will help us much. The only way to really learn a script is to do it again and again. So what does this tell us about teaching scripts? What if we don't
+have the time to allow a student to practice?

extracted/summaries/house-oversight-nov/23/house-oversight-023862.txt

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+116
+Teaching Minds
+Never been to college but have been to high school? These are situa-
+tions that happen to people. They usually assume that one is like the
+other. They assume the girl they just met will behave like the last one they
+went out with. They assume that their teacher will behave the way
+their last teacher did.

extracted/summaries/house-oversight-nov/23/house-oversight-023863.txt

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+How to Teach the Twelve Cognitive Processes
+117
+How do we teach prediction when there is no script and there are
+no seemingly relevant prior cases? We can teach
+people how to go about trying to make predictions. This is actually what
+science is about. Scientists create theories that make predictions, which
+they then try to verify with evidence. This process-hypotheses verified
+by evidence-can be taught in the sense that it is a way of thinking that
+can be practiced in various venues.

extracted/summaries/house-oversight-nov/23/house-oversight-023864.txt

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+118
+Teaching Minds
+The way to do this is to look at processes that children engage
+in during the course of their daily lives and have them first explain
+how and why the processes work and then try to improve upon them. They could carefully examine the operations of the school cafeteria,
+for example. Of course, this has to be done in line with the interests
+that the children actually have. The idea is building the model, not
+telling them what models they have to build. Children need
+to learn to...

extracted/summaries/house-oversight-nov/23/house-oversight-023865.txt

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+How to Teach the Twelve Cognitive Processes
+119
+homes, cars, toys, games, lifestyles, behaviors, hairdos. ... We may not see ourselves as experimenting when we try out some-
+thing new. We often experiment ineffectively. Learning to experiment
+in a reasonable way is yet again something that can be done only
+through experience. But, in this case, there really is an experimental
+process to be learned.

extracted/summaries/house-oversight-nov/23/house-oversight-023866.txt

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+120
+Teaching Minds
+how best to throw a rock in order to hit the cat. For many of these
+things, hypotheses can be formed, discussions about what makes a
+good hypothesis can be had, and ideas for testing out hypotheses can
+be sought. Knowing what would confirm or deny a hypothesis is important. If they want to learn to hit a baseball, having a theory about what
+makes a good swing and what makes a bad one may matter to them. Here is
+a typical one:
+Gravity
+The Earth tries to pull everything down...

extracted/summaries/house-oversight-nov/23/house-oversight-023867.txt

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+How to Teach the Twelve Cognitive Processes
+121
+what is inside each egg by shaking and listening to the sound
+generated. After he takes a first guess, show him the list of what
+items are in each egg and have him guess again. See if he changes
+his mind about some of the previous guesses. Now open the eggs
+and see how close the guesses were to what was actually inside
+each egg. Now, let's make a musical instrument called a kazoo.

extracted/summaries/house-oversight-nov/23/house-oversight-023868.txt

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+122
+Teaching Minds
+evaluation verbally. He wasn't
+trying to teach me that. He wasn't
+trying to teach me that either. He wasn't trying to teach that. That, he was trying to teach me.

extracted/summaries/house-oversight-nov/23/house-oversight-023869.txt

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+How to Teach the Twelve Cognitive Processes
+123
+hurt anyone very much. The idea of showing pain is big in values
+campaigns. Campaigns against drunk driving like to show students
+dead drivers and awful car crashes. Have
+the students seen their parents drink and drive or friends drink and
+drive? There is a way to teach these things but it isn't easy.

extracted/summaries/house-oversight-nov/23/house-oversight-023870.txt

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+124
+Teaching Minds
+repeated exposure and analysis. It always involves a lot of talking. Since appreciation and enjoyment are sub-
+conscious processes, it stands to reason that these processes are best
+addressed by a methodology that is less conscious. Telling me why I
+should like something is not likely to do much more than teach me
+how to talk about something as if I liked it. HOW TO TEACH DIAGNOSIS
+Diagnosis is the same and it is different.

extracted/summaries/house-oversight-nov/23/house-oversight-023871.txt

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+How to Teach the Twelve Cognitive Processes
+125
+itself, is the knowledge that underlies the hypothesis and understand-
+ing what constitutes evidence and the consequences of evidence. This
+knowledge is very domain specific and is the reason that doctors don't
+necessarily make good car mechanics, and vice versa. This knowledge
+can be acquired only through practice and experience and can be ac-
+quired only consciously. Diagnosis is thus a conscious process that is
+very knowledge dependent. Someone...

extracted/summaries/house-oversight-nov/23/house-oversight-023872.txt

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+126
+Teaching Minds
+review (as the military calls the analysis process that takes place after
+a plan has been implemented). Teaching planning means teaching about goals, how they typi-
+cally are achieved, what obstacles might be encountered, and how to
+deal with them. The principles of planning are the same no matter
+what domain you are in, so children can learn to plan birthday par-
+ties, hikes, class trips, how to deal with their problems, how to treat
+their little sister, how to get along...

extracted/summaries/house-oversight-nov/23/house-oversight-023873.txt

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+How to Teach the Twelve Cognitive Processes
+127
+Thus, when we teach planning, there is either a lot to undo, or we
+must start from the beginning. We can try to explain why each and
+every old plan is not really helpful in a new situation, or we can teach
+a series of plans that are relevant. If you are trying to teach financial planning,
+you need to start with a child's allowance and work up. If you want to
+teach battle planning, try a tug of war first. We need to use, again and again, plans in...

extracted/summaries/house-oversight-nov/23/house-oversight-023874.txt

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+128
+Teaching Minds
+Subject- based education makes the academic disciplines the center
+of what needs to be learned, when there is really something else at
+the base of learning. All human learning and all scientific inquiry is
+about causation; attempts to determine what causes what, and why,
+are what it means to be a scientist or an academic. Theories of cau-
+sation, and tests to see whether those theories are true, are what it
+means to be a scientist. The problem is that telling students that...

extracted/summaries/house-oversight-nov/23/house-oversight-023875.txt

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+How to Teach the Twelve Cognitive Processes
+129
+causation needs to be learned. Determining cause is a critical cognitive process that underlies nearly
+all thinking. HOW TO TEACH JUDGMENT
+How do we get good at making a judgment? Judgments are a kind of
+prediction, of course. When a judge sentences a criminal, he is, in a
+sense, making a prediction about what will happen in the rest of this
+person's life.

extracted/summaries/house-oversight-nov/23/house-oversight-023876.txt

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+130
+Teaching Minds
+Children normally make judgments about the behavior of their
+parents and friends as well. So, children make judgments all the time. Children
+decide what is good and what is bad mostly based on what they have
+been told. No child discovers for himself that George Washington was
+an admirable man. No child decides on his own that the United States
+is the best country in the world.

extracted/summaries/house-oversight-nov/23/house-oversight-023877.txt

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+How to Teach the Twelve Cognitive Processes
+131
+a hero is and what leadership is, and they can determine for them-
+selves who they know or have seen who is good at both. One doesn't create a nation of people who can think
+by telling them what they should think. Kids know who is the leader
+among them. They should learn to discuss what it is about their leader
+that makes them want to follow. Here is a remark from a parenting book that I happened upon:
+When adults praise their kids for smart...

extracted/summaries/house-oversight-nov/23/house-oversight-023878.txt

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+132
+Teaching Minds
+Teaching people how to influence people involves putting them
+in situations where it is possible to influence people and seeing how it
+goes. We try behaviors and see what
+works. What works for one person may not work for another. One way
+or another, we learn how to get what we want, or we learn to hang
+out with people who will respond to our needs. But this does not mean they can't be taught what works.

extracted/summaries/house-oversight-nov/23/house-oversight-023879.txt

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+How to Teach the Twelve Cognitive Processes
+133
+may not work for another. The conscious part of
+this is about learning who needs what from the leader in order for
+the leader to get the most out of each individual so that the team's
+goals are achieved. The subconscious part is about interacting with
+others, which is rarely conscious behavior. If our team wins because we functioned well as a team,
+we learn to repeat the behaviors that worked. HOW TO TEACH NEGOTIATION
+My daughter was a little over...

extracted/summaries/house-oversight-nov/23/house-oversight-023880.txt

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+134
+Teaching Minds
+our wives and children and friends and co-workers all the time. It is possible to teach negotiation, of course. My team once built
+a course on negotiation, working with a Harvard Law professor who
+taught negotiation. The course worked by having people negotiate. In the end, what we really know
+about negotiation is what has worked well for us in the course of our
+lives when we were negotiating.

extracted/summaries/house-oversight-nov/23/house-oversight-023881.txt

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+How to Teach the Twelve Cognitive Processes
+135
+in every task they undertake. They must talk about and write about
+what they do until the description process becomes second nature to
+them. It must be part
+and parcel of other events students undertake. SUMMARY
+Proficiency at all the cognitive processes depends on discovery and
+being able to extrapolate from one's experience about what has been
+discovered. These processes depend strongly on prior cases, and prior
+cases are best learned slowly in...

extracted/summaries/house-oversight-nov/23/house-oversight-023883.txt

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+CHAPTER 10
+Defining Intelligence
+All our knowledge begins with the senses, proceeds then to
+the understanding, and ends with reason. There is nothing
+higher than reason.
+-Immanuel Kant
+What is school for? Another is, to make them ready for work. (This last one
+seems almost laughable because it is clearly untrue in the modern
+world, but people do seem to still believe it.) Another is, to prepare
+them for more school. (People take this one very seriously.) My answer
+is: School should make people...

extracted/summaries/house-oversight-nov/23/house-oversight-023884.txt

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+138
+Teaching Minds
+In this way:
+"I personally believe, that U.S. I believe that our education like such as in
+South Africa, and the Iraq, everywhere like such as ... and, I
+believe they should uh, our education over here, in the U.S.
+should help the U.S. or should help South Africa, and should
+help the Iraq and Asian countries so we will be able to build up
+our future, for us."
+Millions of Americans upon hearing this interview, which was re-
+played on every television outlet, thought this...

extracted/summaries/house-oversight-nov/23/house-oversight-023885.txt

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+Defining Intelligence
+139
+The premise here is that she isn't actually stupid but was just con-
+fused by the moment and that she is intelligent because she is on the
+honor roll at school, can explain lunar eclipses, and could answer the
+original question coherently, given sufficient time to do it (and maybe
+with some help). The media, for reasons of their own, decided to make this a feel-
+good story and get people to feel better about Miss South Carolina. I am not concerned here with Miss South...

extracted/summaries/house-oversight-nov/23/house-oversight-023886.txt

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+140
+Teaching Minds
+So we have a Palin supporter who has no idea why she supports Palin
+and asks for help. Neither supporter seems
+to know much about Palin, but they are eager to meet her and they be-
+lieve in her. (This is not a comment about Sarah Palin, at least not by
+me. Supporters of most political candidates have difficulty explaining
+why they like whomever they like. Or, alternatively, they can explain
+it and those explanations leave you wondering.)
+I will never forget attending a JFK...

extracted/summaries/house-oversight-nov/23/house-oversight-023887.txt

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+Defining Intelligence
+141
+had boundary issues she had to deal with. We have boundary
+issues right now with Mexico now. But he has beliefs and he believes in his beliefs. He has beliefs
+about socialism (that it is bad, and that President Obama thinks it
+is good) that are based on no real knowledge. And he has made up some beliefs about
+"boundaries."
+What does this tell us?

extracted/summaries/house-oversight-nov/23/house-oversight-023888.txt

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+142
+Teaching Minds
+Young woman: Good judgment. Young woman: I think she would control the out-of-control
+spending. Young woman: I think she would acknowledge the system of
+government in the United States rather than focus on the
+administration of czars. Interviewer: Yeah, and what is your problem with czars? Young woman: I'm an American and we don't have czars in
+America.

extracted/summaries/house-oversight-nov/23/house-oversight-023889.txt

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+Defining Intelligence
+143
+Interviewer: Some of the viewers think there's not enough oil. Man with cap: We got us self-sufficient energy gas oil right
+under our feet. Interviewer: Do you hope she runs for president in 2012? Interviewer: You will support her? Here is some of the famous ABC/Charles Gibson interview
+with Sarah Palin during the 2008 presidential campaign:
+Gibson: Do you agree with the Bush doctrine?

extracted/summaries/house-oversight-nov/23/house-oversight-023890.txt

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+144
+Teaching Minds
+Palin: Charlie, if there is legitimate and enough intelligence that
+tells us that a strike is imminent against American people, we
+have every right to defend our country. But what is worse, is that after being told
+what that doctrine is, Palin is content to ramble on incoherently. Here is some more from that interview:
+Gibson: But this is not just reforming a government. When I asked John McCain about
+your national security credentials, he cited the fact that you
+have...

extracted/summaries/house-oversight-nov/23/house-oversight-023891.txt

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+Defining Intelligence
+145
+generally is thought of as intelligence. IQ tests have been measuring
+intelligence for decades with questions like these:
+At the end of a banquet 10 people shake hands with each other. A. 100
+B. 20
+C. 45
+D. 50
+E. 90
+The day before the day before yesterday is three days after
+Saturday. Friday
+Which number should come next in the series 1, 3, 6, 10, 15? A. 8
+B. 11
+C. 24
+D. 21
+E. 27
+Library is to book as book is to
+A. page
+B. copy
+C. binding
+D. cover
+It is a reasonable...

extracted/summaries/house-oversight-nov/23/house-oversight-023892.txt

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+146
+Teaching Minds
+The schools make the same distinction. There might be those who would say that Palin and
+her supporters probably didn't do well on the math SAT either. Plenty of
+smart people don't do well in, nor do they care about, math. This is the essence of what it
+means to be smart and to be educated. Here is a bit from the Katie Couric interview with Sarah Palin that
+was shown on CBS during the 2008 campaign:
+Couric: Why, in your view, is Roe v.

extracted/summaries/house-oversight-nov/23/house-oversight-023893.txt

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+Defining Intelligence
+147
+Couric: Can you think of any? Palin: Well, I could think of ... any again, that could be best
+dealt with on a more local level. So little of what Palin says makes sense that this interview was seen as a
+national embarrassment, provoking multiple explanations for it from
+the Palin camp, none of which said: She is just stupid and ignorant
+Obviously that is what her detractors were thinking. Look at this next
+piece of the Couric interview:
+Couric: ... people have...

extracted/summaries/house-oversight-nov/23/house-oversight-023894.txt

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+148
+Teaching Minds
+Similarly, these people probably can influence one another, work
+in teams, and negotiate with one another to some extent. They may
+not be great at it, but we wouldn't characterize the ability to influence
+others well as a sign of intelligence. Many world leaders are very influ-
+ential but not all of those are considered to be brilliant. Similarly, the ability to be a good team player is no way considered
+to be a sign of intelligence. These things are not signs of intelligence.

extracted/summaries/house-oversight-nov/23/house-oversight-023895.txt

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+Defining Intelligence
+149
+Does the ability to do diagnosis serve as a hallmark of intelligence? Certainly doctors do diagnosis on a daily basis and doctors are
+highly respected in our society. Most people think that if you are a
+doctor, then you must be smart, but if you push on this belief, you
+find that what people actually think is that a doctor had to go to
+school for a really long time, learn of lot of complicated material, and
+then work really hard as an intern and then as a resident....

extracted/summaries/house-oversight-nov/23/house-oversight-023896.txt

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+150
+Teaching Minds
+In many ways this remark is as dumb as her early remarks. Because it makes it clear that she hasn't a clue, and doesn't really
+care, about causation. And, this is exactly the problem with Sarah Palin's remarks to
+Katie Couric as well:
+Couric: ... people have questioned your readiness since that
+interview. Palin: Well, not only am I ready but willing and able to serve as
+vice president with Senator McCain if Americans so bless us
+and privilege us with the opportunity of...

extracted/summaries/house-oversight-nov/23/house-oversight-023897.txt

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+Defining Intelligence
+151
+guess that she doesn't think about causation because no one ever tried
+to get her to do so. Being good at understanding causation
+and figuring what could possibly cause what and why is a hallmark of
+intelligence. One of these hallmark processes is certainly causation. We could make Miss South Carolina smarter by teaching her how
+to determine what causes what and asking her to figure things out and
+explain them to others using a causation model that she could defend
+Of...

extracted/summaries/house-oversight-nov/23/house-oversight-023898.txt

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+152
+Teaching Minds
+It is not an unreasonable question to ask whether being a U.S.
+senator prepares you to be president. It would not have been odd if
+Palin had asked Couric whether we ever had a president who actually
+was prepared for the job. But she didn't say
+that because preparedness is a causative notion and Palin doesn't seem
+to get causation. This is from a 2009 interview
+on ABC:
+Walters: Now let's talk about some issues-the Middle East. The
+Obama Administration does not want Israel to...