Archive for the ‘Leadership Books’ Category

Thinking Fast and Slow How Your Brain Thinks

Friday, December 2nd, 2011
Thinking

Thinking Fast and Slow: How the Brain Works by Noble Prize winner Daniel Kahneman takes us on a groundbreaking tour of the mind and explains the two systems that drive the way we think. The fast system is intuitive and emotional, The slow system is more deliberative and more logical. This highly anticipated book can help you better understand your own thinking and make better decisions.

Daniel Kahneman

  • Daniel is the Eugene Higgins Professor of Psychology Emeritus at Princeton University and Professor of Psychology and Public Affairs Emeritus at Princeton’s Woodrow Wilson School of Public and International Affairs. He won the Nobel Prize in Economic Sciences in 2002 for his pioneering work with Amos Tversky (1937-1996) on decision making. The prize was awarded for his seminal work in psychology that challenged the rational model of judgment and decision-making. His ideas have had a profound impact on the fields of economics, medicine. and politics. He remains the only non-economist to win the Nobel in economics.

Introduction

  • Daniel’s aim is to improve our ability to identify and understand errors of judgment and choice in others, and eventually ourselves. To do so he provides a richer and more precise language to discuss them. He uses the term System 1 to refer to fast thinking. This includes both variants of intuitive thought, the expert and the heuristic or rule of thumb system nonexperts use. It also includes the entirely automatic mental activities of perception and memory. System 1 turns out to be more influential than one’s experience suggests and is the secret author of many of the choices and judgments we make. System 2 is the slow, more deliberate, and more effortful system. It involves the choice to use it and concentration. System 2 is in charge of self-control. Together the form two characters that inhabit your mind.

Relationship between 1 and 2

  • Daniel sites the Invisible Gorilla experiment (Check Dr. Doug’s Book Summaries for a summary of the book by Chabris and Simmons http://bit.ly/supqh7) as an example of how we can be blind to the obvious and blind to our blindness when we miss obvious things while engaged in deep System 2 thinking. System 2 is too slow and inefficient to substitute for System 1. This makes it hard to avoid mistakes but easier to stop the mistakes of others. Errors of intuitive thought are often difficult to prevent and biases are difficult to avoid.
  • Both systems are active whenever we are awake. System 1 runs automatically, which means we can’t turn it off, while System 2 is normally in a comfortable low-effort mode. When System 1 runs into difficulty, it calls on System 2. System 2 is also activated when events violate the model of the world System 1 maintains.

When System 1 Has the Upper Hand

  • Chapter 2 describes an experiment you can do that shows how your pupils dilate as you engage in demanding System 2 activity.
  • In chapter 3 we find that System 1 is more influential on behavior when System 2 is busy. You are more likely to give in to temptation. A few drinks or a sleepless night will also impact self-control. Physical and emotional effort also tilt the control towards System 1. Fatigue and hunger cut into System 2’s effectiveness. (Dr. Doug: Would it help to let students take in sugar during a test?) Studies show that self-control and intelligence are correlated.
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To Sell Is Human: The Surprising Truth About Moving Others by Daniel Pink

Sunday, January 6th, 2013

To Sell is Human

To Sell Is Human: The Surprising Truth About Moving Others by Daniel Pink is a fresh look at the art and science of selling, which is something we all do. If you want to better understand others’ perspectives, make your message clearer and more persuasive. Click below to purchase this book. It is purposeful and practical and may change how you see the world as it transforms what you do at work, at school, and at home.

Introduction

  • Over the years, people in sales have often been seen as intellectual lightweights and dodgy characters. Even though 9% of us work in direct sales, some view it as the white-collar equivalent of cleaning toilets. The truth is, however, we are all involved in sales. We are all constantly trying to persuade, convince, and influence others. Studies show that collectively we are devoting 40% of our time on the job trying to move others. Even people in education and medical fields (Ed-Med), which are part of the fastest growing industries, engage in sales-like activities every day. As a result, non-sales selling is far more prevalent than selling in a traditional sense. People also consider this one of the most critical components in their professional success.

Entrepreneurship, Elasticity, and Ed-Med

  • Entrepreneurs understand that segmenting job functions doesn’t always work. As small businesses proliferate, more people must have an elastic skill set, which includes a sales component. The U.S. even has more than twenty-one million people who are self-employed and therefore, have to sell themselves, and this number is growing. The Internet has knocked down barriers to entry by small operations. For example, the number of Etsy online shops is approaching one million. Kickstarter has helped people raise over $200 million to get projects off the ground, and smartphones can accept credit cards anywhere. Even bigger businesses are getting flattered with fewer people doing more varied things.

Ed-Med

  • Jobs in education and medical care have increased from about 15% to 20% in the last twelve years. In the same time manufacturing jobs have gone from 17% to 12%. Ed-Med jobs are both intent on moving people as in changing what they know, think, and do. Teachers must convince students to part with time, attention, and effort as they sell a lesson. The same happens in health care as practitioners promote healthier behaviors. In any case, you have a better chance of moving someone if the proposed movement is in line with their personal goals. Letting kids choose what to write about and telling patients that you need to tap their expertise regarding their own bodies are examples of ways to move people.

From Caveat Emptor to Caveat Venditor

  • Thanks to the abundance of information available on the Internet, today’s buyer has virtually as much information as today’s seller. As a result, sellers are no longer likely to live up to the outdated stereotype that includes terms like pushy, slick, and sleazy. In a world of information parity, the seller (vendor) is more likely to be one who has to beware (caveat). In many cases, the buyer knows more than the seller about a product and pricing. The same thing happens in education and medicine where students and patients can do research and know things that teachers and physicians do not. In the past, smart people were less likely to go into sales. Today, intelligence and creativity are essential.
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Transforming School Culture: How to Overcome Staff Division – Anthony Muhammed

Thursday, September 3rd, 2009

This book by Anthony Muhammad gives administrators advice on how to deal with four types of teachers who he broadly defines as believers, fundamentalists, survivors, and tweeners. This book came to my attention as it was assigned as summer reading for all of the teachers and administrators in the Binghamton City School District (New York) for summer reading.

Click here to download the summary of Transforming School Culture.
Click here to download Dr. Doug’s take on the book..

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Uncharted: Big Data as a Lens on Human Culture by Erez Aiden & Jean-Baptiste Michel

Saturday, January 25th, 2014

Uncharted: Big Data as a Lens on Human Culture by Erez Aiden & Jean-Baptiste Michel (© 2013, Riverside Books: NY, NY) explains how they use Google’s repository of 30 million digitized books to investigate human culture. Their analytical tool lets them see how words and phrases have come and gone over the years and what these trends can tell us about ourselves. As more data becomes available they see many positive and negative possibilities. This is one book you don’t want to miss. Click at the bottom of any page to get a copy of this important book.

Erez Aiden and Jean-Baptiste Michel

  • Erez has a PhD from Harvard and MIT. After stints at Harvard and Google he joined the faculty of Baylor and Rice were he directs the Center for Genome Architecture. In 2009 he was named as one of the world’s top innovators under 35 and has received the Presidential Early Career Award for Scientists and Engineers.
  • Jean-Baptiste is a French and Mauritian entrepreneur and scientist and the founder of Quantified Labs. He is an associate scientist at Harvard and a former visiting faculty member at Google. He has a PhD from Harvard, is a TED Fellow, and one of Forbe’s “30 Under 30” winners.
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Unwinding Anxiety: New Science Shows How to Break the Cycles of Worry and Fear to Heal Your Mind by Judson Brewer

Friday, November 24th, 2023
Unwind Anxiety

Unwinding Anxiety: New Science Shows How to Break the Cycles of Worry and Fear to Heal Your Mind by Judson Brewer offers actionable advice for anyone who suffers from anxiety. There is also a free app available that can further help make your life less stressful. Learn how you can use curiosity and kindness to your advantage. While I don’t suffer from anxiety, I know many people who do. If you are anxious, you need this book. It also makes a great gift for anxious friends and family. Thanks, Jud.

Introduction

  • Judson has MD and PhD degrees which took eight years to complete. He then went on to a career as a psychiatrist doing research on anxiety. He found that anxiety is in and of itself a harmful habit. It hides in peoples’ bad habits and feeds other behaviors. When he realized this, due in part to his own panic attacks as a student, he was determined to “science the hell out of it,” to cite a Matt Damon quote from The Martian. During the last decade, his research has lead to excellent results in helping people quit smoking, overeating, and other bad habits with the help of smartphone apps. This book is intended to be a useful pragmatic guide to changing how you understand anxiety so that you can work with it effectively, and as a bonus, break your unhelpful habits and addictions.

Part 0 Understanding Your Mind: The Psychology and Neuroscience of Anxiety

1. Anxiety Goes Viral

  • Anxiety is a feeling of worry, nervousness, or unease, typically about an imminent event or something with an uncertain outcome. Generalized Anxiety Disorder (GAD) is experienced by people who generally worry throughout the day. This usually results in poor sleeping habits. Other symptoms include edginess, restlessness, tiring easily, impaired concentration, irritability, and increased muscle aches. Specific phobias and obsessive-compulsive disorder also fall under anxiety diagnoses.
  • Anxious parents are likely to have anxious kids. Uncertainty and lack of structure cause anxiety for many. It is tricky to diagnose as most people experience it to some degree. Worries about health, safety, finances, politics, and relationships are the top sources. COVID-19 has certainly added to our collective stress. People with GAD usually also suffer from depression or something else.

2. The Birth of Anxiety

  • Anxiety and its close cousin panic are both born from fear. Ironically, fear’s main evolutionary function is helping us survive. Being afraid of dangerous situations and doing something about it is a good thing. The pre-frontal cortex (PFC) portion of our brain is where future scenarios get played out. It thinks slower than the reflexive part of our brain. When it doesn’t have enough information to predict the future it may start working on worst-case scenarios causing anxiety.
  • Fear is an adaptive learning mechanism. Anxiety is maladaptive. Fear + Uncertainly = Anxiety. Without past experience or accurate information, it’s easy to turn on the worry switch. This is why fake news, which travels faster than real news, promotes anxiety. Our news media is more likely to give us stories that feed our anxiety than those that make us feel good. (Doug: If the news you watch makes you anxious, consider not watching it.) Anxiety is also contagious. Knowing this and that uncertainty triggers anxiety can help put you more at ease. It is possible to replace old habits like worry with habits that are more rewarding so stay tuned.

3. Habits and Everyday Addictions

  • Most of us are addicted to something as addictions are not limited to things like hard drugs, alcohol, and tobacco. Compulsive behaviors like shopping and overeating also fall into this category. Our modern world has increased the likelihood of addictive habits as just about anything is much more available. The goal of the media is to increase clicks and eyeballs. Therefore they design not to inform, but to create addictive experiences. This starts with a Trigger, which is a thought or emotion. Next comes a Behavior like worrying. Finally, we have a Result or Reward such as avoidance or overplanning. Reinforcements and immediate availability are a dangerous formula for modern-day habits and addictions. This is how our brains work and this is important knowledge.

4. Anxiety as a Habit Loop

  • Anxiety can act as a trigger that leads to the behavior of worrying. The result of this behavior can be feeling more anxious. That is the loop or cycle. While worrying usually doesn’t work, this doesn’t stop our brain from trying it again and again. Being aware of this is a good place to start. Judson and his team developed an app (Unwinding Anxiety) that they use to teach mindfulness to the subjects of their research. You can get a free trial or pay for the complete program. They used this app on doctors who do not get training on how to handle their emotions in medical school and found success with 63% of their subjects. First, you need to map out your anxiety. Then you tap into your brain’s reward system before you tap into your own neural capacities to step away from anxiety-producing habits.
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Upstream: How to Solve Problems Before They Happen by Dan Heath

Monday, April 6th, 2020

Upstream
Upstream: How to Solve Problems Before They Happen by Dan Heath deals with the notion of preventing problems before they happen rather than being stuck with constantly fixing things after they break. He discusses barriers to Upstream thinking and offers questions Upstream leaders need to address. Whether you are a leader in your organization or just an ordinary individual trying to reduce stress and live a happier life, this book is a must.

1. Moving Upstream

  • The book starts with a parable about two men rescuing drowning children who one after another come past them in a river. When one man stops the effort to head Upstream his friend asks what he is doing. The man says that he is going Upstream to tackle the man who is throwing the kids into the river. The key point is that Upstream efforts are aimed at preventing problems while Downstream efforts react to problems once they’ve occurred.
  • An example is Expedia’s 58% call support rate. When they looked at the problem they found that none of their teams were judged on this number. Once they looked at the reasons for the calls it was easy to lower the rate to 15%. Another example compares one police officer who stands on the corner causing people to slow down and preventing accidents to another who hides and gives out tickets. Dan sees health care as one area where the US needs to shift to more Upstream efforts as other developed countries have done. The general goal in this book, therefore, is that we should all shift more of our energies Upstream.

Section 1 – The Three Barriers to Upstream Thinking

2. Problem Blindness

  • Problem blindness happens when we believe that negative outcomes are natural and unavoidable. A successful example of fighting this problem happened in the Chicago Public Schools where the graduation rate in 1998 was 53%. They found that the key to graduation was a successful freshman year and a program to attack this problem was put in place. It involved teachers getting to know individual students better, giving more support, and collaborating with each other to help students in need. By 2018 the graduation rate had risen to 78%.
  • Sometimes we miss problems because we focus on one thing and miss a problem in our peripheral vision. In the 1960s and 1970s, sexual harassment had been normalized in the workplace to the extent that women were encouraged to embrace it. In 1975 a journalist coined the term sexual harassment. Now that the problem had a name demanding a solution was an implied obligation.
  • Another example relates to the extensive use of C-sections for child delivery in Brazil. They increased as they were convenient since they could be scheduled and they resulted in more money for the doctors. They also resulted in more babies ending up in intensive care as they were born sooner than necessary. Thanks to one woman and one doctor who saw the problem and took action, the C-section percentage is now coming way down.

3. A Lack of Ownership

  • An example of this issue goes back to the Chicago Public Schools with its dismal graduation rate. It got that way because the adults saw it as the kids’ problem. It was greatly improved when the adults decided to make it their problem. There is a story here about a man who owned a carpet business. When he read about our environmental problems he decided to see what he could do. He motivated everyone in the company to look for ways to do things like recycling old carpets. When a doctor in Tennessee found out that more kids died inside cars than outside cars he went to work in 1976 on legislation requiring car seats for kids. By 1985 all 50 states had car seat laws. In short, upstream work is generally chosen rather than demanded. If you find yourself saying “it’s not my problem,” you are likely living downstream.

4. Tunneling

  • When you are reacting to problems it can be like you are in a tunnel just digging forward. You don’t have time to step back and take a system-wide look at why the problem exists. Such time would be slack time and it is smart to build slack time for system thinking into your schedule. Poverty tends to cause more tunneling as it reduces bandwidth and causes stress. People who aren’t poor can solve some of their problems with money, which leaves more resources for the problems that money can’t solve. Dan gives examples of situations where tunneling gets in the way of upstream problem-solving.
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Verified – Book Summary

Friday, March 22nd, 2024

Verified
Verified: How to Think Straight, Get Duped Less, and Make Better Decisions About What to Believe Online by Mike Caulfield and Sam Wineburg should be the textbook for any course in high school and college that deals with verifying information on the Internet. Its lessons are easy to absorb and remember, which means that it lives up to its lofty title. Get your copy today.

Introduction

  • Prior to the arrival of the Internet, the information we received was already processed by society’s gatekeepers and niche information was seldom available. The Internet was supposed to change all that. While we know that much of what we find on the Internet is false, the skills we inherited from the pre-Internet age are not much use in separating truth from fiction. This well researched book may not protect you from all errors of judgement, but it should make such errors fewer and farther between.

1. Get Quick Context: It Can Take as Little as Thirty Seconds, Seriously!

  • Most hoaxes can be quickly disposed of with a simple Internet news search. As you face claims of fact there are three contexts that you should consider. They are the source, the claim itself, and your own level of expertise on the matter. As you reason about a specific piece of content there are certain things to do that involve the acronym SIFT. The first is STOP and ask what you know about the claim. Next INVESTIGATE the source to see if it’s trustworthy. Proceed to FIND other coverage. Finally, if possible, TRACE the claim to its original source. The authors give several examples and warn that just because a claim seems far fetched doesn’t mean that it is.

2. Cheap Signals: Or, How Not to Get Duped

  • A cheap signal is one that costs little or nothing and is easy for any con artist to produce. Just because a website has a snazzy look and is well written means nothing. Some legitimate sites may not look totally professional. CRAAP is an acronym for the things you should consider as you evaluate a site. Currency deals with when the content was posted. Relevance deals with how the topic fits with what you are looking for. Authority deals with the credentials of the author. Accuracy means you can verify the information with another source. Purpose deals with the aim of the organization publishing the site.
  • Even if a site passes all five CRAAP tests, it still may be a front for an industry promoting its products. It may be a wolf in sheep’s clothing. You should always read the URL of any new site you visit. It can help you spot imposters. The suffixes are important. Dot-com sites are supposed to be commercial and usually try to sell you something, but that is not always the case. (Doug: My site is a dot-com but I’m just providing free resources like this summary.) Dot-orgs are supposed to be non-profit organizations, but beware. Pretty much anyone can get a dot-org site. Also, beware of data bases where anyone can add a record.

3. Google: The Bestie You Thought You Knew

  • In 2014 Google started putting descriptive search results at the top of the results page. They called it a featured snippet. Google says that they create the snippets from trusted sites based on the keywords in your search. They are very helpful when things are clear, but may not be when things are vague or complex. The keywords you select are important and you usually need several good ones in a search to get good results. Featured snippets may not provide the best answer.
  • Google is not neutral. It tries to give you what you want. Try to avoid searches that broadcast your preferences. Choose neutral search terms that don’t contain words like good or bad. Try searching “are soda taxes a good idea” and “are soda taxes a bad idea” as a example of how this works.
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Weapons of Mass Instruction: A Schoolteacher’s Journey Through the Dark World of Compulsory Schooling by John Taylor Gatto

Sunday, May 23rd, 2021
Weapons of Mass Instruction

Weapons of Mass Instruction: A Schoolteacher’s Journey Through the Dark World of Compulsory Schooling by John Taylor Gatto explains how the “Germain” system of schooling adopted in the US was designed to produce docile factory workers and not original thinkers. As you read this important book reflect on how your schooling and the current schools in your community use the weapons of mass instruction John describes.

Prologue: Against School

  • John’s experience shows that the main theme in secondary schools in the US is boredom. This can be traced back to our school’s Prussian heritage which offered a design aimed at producing mediocre intellects that would ensure a population composed mostly of docile and incomplete citizens. In other words, a manageable population. This type of schooling precludes critical thinking and strives to make children compliant and as alike as possible. At some point, they get sorted into manual labor and college tracks. The unfit are tagged with bad grades, remedial placements, and other punishments.
  • Not only are students designed to engage in mass production, it’s vital that they also engage in mass consumption of things they may not need. They are sitting ducks for the folks in marketing. The good news is that once you discover the tricks and traps of modern schooling, they are easy to avoid. This book promises to help you do just that.

1. Everything You Know About School is Wrong

  • This chapter focuses on the history of American schools. Prior to the school for all movement of the mid 19th century, children were included in family work, thinking, and inventing. Education was open-sourced and goals included self-reliance, ingenuity, courage, competence, and other frontier virtues. As students in factory schools, they became consumers of facts rather than producers of anything. While original thinking was patronized at times, it was subtly discouraged. There was also the beginning of the shift from local control to federal influence as school districts became larger, more bureaucratic, and less efficient.

2. Walkabout: London

  • Here we are introduced to the concept of open-source learning. This is the learning that happens outside of schools when individuals decide for themselves what they want to learn and who they want to learn it from. This chapter tells the stories of many people who became very successful without college degrees. Some dropped out of college. Some never spent a day in college, and some are even high school dropouts. It seems that for many passionate and driven people, school as we know it only gets in the way.
  • In the US 1.25 million students drop out each year. This takes courage and we should help these kids learn what they want to learn rather than giving up on them. Many students who do go to college end up learning little or nothing and end up with a huge debt and a grim career outlook. Perhaps more students should intentionally take up open-source learning rather than going to college. While John went to two Ivy League schools, he finds that most of what he learned that mattered happened outside of school. He also revisits the role schools play in standardizing students so they can serve corporate needs.

3. Fat Stanley and the Lancaster Amish

  • Stanley was one of John’s students with an attendance problem. What John discovered was that he was skipping school to in turn work for free for five relatives who had their own businesses. He wanted to learn how to run a business so he could be running his own by the time he was 21. Once John knew this he started reporting Stanly as present as he knew that Stanley was learning more than John could teach him in school.
  • We then look at the Amish with a focus on their values. While they never attend high school, they are successful entrepreneurs. They are innovative, take risks, have a strong work ethic, have high standards of craftsmanship, and use their families as their labor force. They are also legendary good neighbors. Amish children all experience practical internships and apprenticeships supervised by adults. In a sense, Stanley had discovered the secret of the Amish and adopted it for himself.

4. David Sarnott’s Classroom

  • David Sarnoff arrived from Russia at the age of nine. His father promptly died and he taught himself English and got a job selling newspapers to be the family breadwinner. In five months he was fluent with no school. At fourteen he had his own newsstand. When he saw an ad for an office boy at Marconi Wireless he crashed a line of 500 boys and got the job. The lesson here is that waiting your turn is often the worst way to get what you want. As an office boy, he taught himself telegraphy and soon found himself on the leading edge of technology. At the age of 39, he became president of the Company then called RCA. He did all this without one day of school.
  • John believes that if we taught kids to think critically and express themselves effectively that they wouldn’t put up with the nonsense schools force down their throats. Borrowing from a brochure he had recently seen at Harvard he cites qualities beyond grades that are needed for success. They included the ability to: analyze data, define problems, extract meaning from piles of information, conceptualize, collaborate, and convince others. John notes that none of these were taught in his district by policy.
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Weird: The Power of Being an Outsider in an Insider World by Olga Khazan

Monday, December 7th, 2020
Weird

Weird: The Power of Being an Outsider in an Insider World by Olga Khazan is for anyone who has felt like they were different from typical people in their culture. Since we are all unique, we probably all feel different or weird from time to time. There are a number of research-based coping methods here that just about anyone can use. While this book is aimed at the general public, it is especially good for anyone doing counseling.

Part One: Being Weird

1. Weird

  • Olga was a Russian Jewish immigrant who grew up in West Texas. The rest of the people in her town were either white evangelical Christians or immigrants from Mexico. Since Russian Jews were forced to be atheists, they don’t even fit in with American jews. Her feeling of weirdness was also fostered by the fact that her parents moved a lot and always to different school districts. At home, her parents watched only Russian television and ate only Russian food. She attended American University in Washington, D.C., which didn’t help her feel any less weird. After interviews with over three dozen successful “weird” people, she concluded that it can be good to be weird as it confers a hidden advantage. It also behooves you to live and work among weirdos. Groups are smarter and more powerful when their members hold a diversity of views and backgrounds.

2. The Realization

  • Cultural norms are unwritten rules that make us think that “right” is what everyone else is doing. There is even a gene that predisposes people to be rule followers. People like it when others follow norms as they don’t like being surprised. Norms are inherently conservative and can get in the way of innovation and creativity. They also may not make sense, think neckties. Olga presents a review of how swimwear reveals the randomness of social norms.
  • Next, we have short stories of two “weirdos.” The first is a gay male kindergarten/preschool supervisor. Only 2% of kindergarten teachers are men and a female NASCAR driver who represents a microscopic fraction of the total. Their problems aren’t the same, but they both have many more challenges to face than their peers.
  • Friends are for comfort, taking it easy, relaxing, and not being challenged. By hanging out with people who are just like you, you can be out of touch with the big, beautiful, diverse world. Unfortunately, it’s difficult to find acceptance and friendship in an environment where you are the different one.
  • Cultures can be tight or loose. In tight cultures, norms are strict and formal, and the punishments for breaking them can be severe. Loose cultures permit a wider range of behaviors. Weird people have an easier time in loose cultures. Tight countries like Russia are autocratic and have less free media. As you go from tight to loose cultures you go from orderliness to creativity. Rural cultures tend to be tight while urban cultures tend to be loose. The LGBTQ folks definitely need to find a loose culture to live in. People who travel between tight and loose cultures in either direction tend to be disoriented and feel weird. The stories of three more weirdos conclude this chapter.

3. The Exclusion

  • Once humans formed groups intergroup conflict was sure to start. Rather than being inborn, prejudice is a reflection of the dynamics between groups. In our hunter-gather days, social relationships were the only wealth a person had. That predisposed them to take care of other group members. Successful groups look out for each other. Rulers, money, and organized religion created subgroups and pitted them against each other. Groups are based on their differences even when they are laughably minor (think protestants and Catholics in Northern Ireland). The idea that diversity can be a source of strength and advantage is a relatively recent concept.
  • When it comes to differences, gender is a big one. Historically, women have had to put their own interests after their mate’s. They needed to take their cues from their husband’s mood in order to prosper. We can thank our brains for our ability to recognize differences as it seems to be automatic. The brain also stores stereotypes. Our instincts set us up to avoid or alienate people who don’t look like us. One outsider is a deviant. As the number grows they become a threat and cause a fear of losing status. Americans are more accepting of immigrants who speak English, while the Swiss are more accepting of people who get to work on time.
  • People who have a problem with someone from a different group tend to generalize the issue to the entire group. Peripheral group members tend to marginalize someone else as pushing someone weirder to the side can make you feel normal. People who are more offended by norm violators are not likely to think outside of the box and be more creative. As a result, looser cultures are more creative. They are also sick less. Tight nations have fewer natural resources, worse air and water, more deaths from communicable diseases, and more natural disasters. Such collective threats foster tightness. Stories here include an Amish girl and an African Muslim immigrant girl.
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What works may hurt: Side effects in education by Yong Zhao

Friday, March 3rd, 2017

What works may hurt: Side effects in education by Yong Zhao tells about an important lesson that education needs to borrow from medicine. That is the study of side effects. Educational research tends to focus only on proving the effectiveness of practices and policies in pursuit of what works. It has generally ignored the potential harms. This article presents evidence that shows side effects are inseparable from effects. Journal of Educational Change
Download the pdf here. ISSN 1389-2843, J Educ Change, DOI 10.1007/s10833-016-9294-4

Springer

Introduction

  • Medical research is a field education should emulate. Education researchers have been urged to adopt randomized controlled trials (RCT), a more ‘‘scientific’’ research method believed to have resulted in the advances in medicine. As a result, the RCT is now the gold standard in educational research. The What Works Clearinghouse as of 2015 accepts only studies using RCT as meeting its Group Design Standards without Reservations. The difference is that in education there is less effort to weigh the risks against their effectiveness. In medicine, even after a drug is approved, research on side effects continues.

What Are Side Effects?

  • Side effect is defined as ‘‘an unwanted or unexpected result or condition that comes along with the desired effects of something.” In medicine side effects are expected and looked for. Studying and reporting side effects in trials has saved lives. Once side effects are known, effort is placed on finding treatments that are as effective with fewer side effects. In education, however, it is extremely rare to find a study that evaluates both the effectiveness and adverse effects of a product, teaching method, or policy in education. Don’t expect to see warnings like ‘‘this program will raise your students’ test scores in reading, but may make them hate reading forever” on any education product. The only people looking for negative effects in education are those that disagree with a product or policy.

Direct instruction: Instruction that stifles creativity

  • Despite the vast amount of research, there is no general agreement whether direct instruction (DI) is an effective approach. Rather than continuing the argument between supporters and detractors of direct instruction, a more rational and productive approach would be for both sides to acknowledge that DI, like all medical products has effects and side effects. With direct or traditional teaching, students tend to do slightly better on achievement tests, but they do slightly worse on tests of abstract thinking, such as creativity and problem solving. When children are shown exactly how to do something, they are less likely to explore and come up with novel solutions. Students who receive instruction first tend to produce only the correct solutions they were told. It is possible for students to show high performance on memory tasks or carrying out problem-solving procedures without a commensurable understanding of what it is that they are doing. As educators we need both effective ways to transmit knowledge and foster creativity. Thus DI has its place. Its side effects, however, need to be minimized.

The best or the worst: The conflicting evidence of performance

  • Due to their results on international tests, East Asian education systems have become the object of idolization and a source of ideas for improving education. These systems, however, have somehow made a large number of students lose confidence and interest in math, science, and reading, while helping them achieve excellence in testing. Yong notes that this evidence is still preliminary, but there is a negative correlation between test scores and confidence. The same trend is observed for the United States. If indeed the policies and practices that raise test scores also hurt confidence and attitude, we must carefully weigh the risks against the benefits. Do we care more about test scores or confidence and attitude?

When risks outweigh benefits: Test-based accountability

  • America could have avoided the significant damages caused by test-based accountability if side effects had been taken seriously. High stakes testing has been associated with the distortion of instruction, turning teaching into test preparation, cheating, preventing some students from taking the tests, and narrowing of the curriculum among others. States and districts have manipulated drop out rates and misrepresented test results, and both teachers and students have been demoralized. All of this harm has not resulted in closing achievement gaps or improving achievement.

A call to study side effects

  • There is no regulation that asks developers of education interventions to study and disclose potential side effects when providing evidence for their effectiveness. The focus, therefore is exclusively on marshaling evidence to show benefits and effects. Consumers only have information of what works, without knowledge of the potential costs. The negative effects of educational products, when occasionally discovered, are not considered an inherent quality of the product or policy. The collateral damages of NCLB could have been anticipated based on Campbell’s Law, which states: ‘‘The more any quantitative social indicator is used for social decision-making, the more subject it will be to corruption pressures and the more apt it will be to distort and corrupt the social processes it is intended to monitor.’’ Reported side effects are often brushed aside as lacking objectivity, scientific rigor, or motivated by ideology.

Recommendations

  • 1. Research organizations and academic journals can require research articles to include both main effects and side effects.
  • 2. Federal clearing houses such as What Works should include information about the negative effects of educational approaches, methods, products, or policies.
  • 3. Education researchers, policy makers, and product developers should voluntarily study side effects and disclose such information.
  • 4. Consumers of educational research, policy, and products should ask for information about both effects and side effects.
  • 5. Program evaluation should include investigating both effects and side effects.
  • 6. Reports of side effects after the implementation of interventions should be considered seriously, instead of discarding them as unintended consequences, improper implementation, or simply complaints by unhappy parents, students, or teachers. It is the responsibility of the policy and product developers’ to investigate and respond to such reports.

Yong Zhao

  • Yong Zhao is a Foundation Distinguished Professor in the School of Education at the University of Kansas. He is also a professorial fellow at the Mitchell Institute for Health and Education Policy, Victoria University in Australia. He previously served as the Presidential Chair and Director of the Institute for Global and Online Education in the College of Education, University of Oregon, where he was also a Professor in the Department of Educational Measurement, Policy, and Leadership. His works focus on the implications of globalization and technology on education. He has published over 100 articles and 30 books, including Counting What Counts: Reframing Education Outcomes(2016), Never Send a Human to Do a Machine’s Job: Correcting Top 5 Ed Tech Mistakes (2015), Who’s Afraid of the Big Bad Dragon: Why China has the Best (and Worst) Education System in the World (2014), Catching Up or Leading the Way: American Education in the Age of Globalization (2009)and World Class Learners: Educating Creative and Entrepreneurial Students (2012). He is a recipient of the Early Career Award from the American Educational Research Association. He is an elected fellow of the International Academy for Education. Check out his website and follow him on Twitter @YougZhaoUO.
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