I’m a philosopher by training and professor of economics, ethics, and public policy at Georgetown University’s business school. My work often begins by noting that philosophy debates often take certain empirical claims for granted, claims which turn out to be false or mistaken. Once we realize this mistake, this clears the ground and helps us do better work. I focus on issues in immigration, resistance to state injustice, taboo markets, theories of ideal justice, and democratic theory. I’m also a native New Englander now living near DC, a husband and father, and the guitarist and vocalist in a 70s-80s hard rock cover band.
This is perhaps the best, most illuminating book on human nature ever written. You’ll walk away having a better understanding of people behave as they do, and why so many institutions and behaviors fail to achieve their stated goals.
Simler and Hanson’s main thesis is that we are designed, by evolution, to act upon hidden selfish motives. We all benefit from general cooperation, but as individuals, we each benefit if others are cooperative, while we skirt the rules a bit and act selfishly. But we face two problems. One is that this works only if we don’t get caught.
The second is that other people have evolved to be good at reading our minds and assessing our intentions, especially over repeated interactions. Evolution’s solution, Simler and Hanson argue, is that in our conscious minds, we earnestly and sincerely believe we act on noble motives, while we subconsciously pursue status, power,…
Human beings are primates, and primates are political animals. Our brains, therefore, are designed not just to hunt and gather, but also to help us get ahead socially, often via deception and self-deception. But while we may be self-interested schemers, we benefit by pretending otherwise. The less we know about our own ugly motives, the better - and thus we don't like to talk or even think about the extent of our selfishness. This is "the elephant in the brain." Such an introspective taboo makes it hard for us to think clearly about our nature and the explanations for our…
I am a Reader in the Mathematics Education Centre at Loughborough University in the UK. I have always loved mathematics and, when I became a PhD student and started teaching, I realized that how people think about mathematics is fascinating too. I am particularly interested in demystifying the transition to proof-based undergraduate mathematics. I believe that much of effective learning is not about inherent genius but about understanding how theoretical mathematics works and what research tells us about good study strategies. That is what these books, collectively, are about.
Research in cognitive psychology has revealed a lot about human learning and how to make it more effective. Most mathematics students – and indeed their professors – know very little about this research or how to apply it. Weinstein and Sumeracki’s book explains how psychologists generate evidence on learning, gives a basic account of human cognitive processing, explains some strategies for effective learning, and gives tips for applying them. It is not about mathematics and it certainly will not make advanced mathematics simple, but I think that we would all have an easier time if we were more aware of some common misunderstandings about learning and effective ways to improve it.
Educational practice does not, for the most part, rely on research findings. Instead, there's a preference for relying on our intuitions about what's best for learning. But relying on intuition may be a bad idea for teachers and learners alike.
This accessible guide helps teachers to integrate effective, research-backed strategies for learning into their classroom practice. The book explores exactly what constitutes good evidence for effective learning and teaching strategies, how to make evidence-based judgments instead of relying on intuition, and how to apply findings from cognitive psychology directly to the classroom.
Including real-life examples and case studies, FAQs, and…
I'm a mathematician but an unusual one because I am interested in how mathematics is created and how it is learned. From an early age, I loved mathematics because of the beauty of its concepts and the precision of its organization and reasoning. When I started to do research I realized that things were not so simple. To create something new you had to suspend or go beyond your rational mind for a while. I realized that the learning and creating of math have non-logical features. This was my eureka moment. It turned the conventional wisdom (about what math is and how it is done) on its head.
I’m interested in how mathematicians create mathematics but this book made me realize that learning mathematics is also a form of creativity. Each of us has created our understanding of mathematics as we were growing up. We are all creative!
What is amazing about this book is that even children as young as six months possess rudimentary mathematical concepts, in particular, the concept of number. (Actually, Carey shows children have two distinct ways of thinking about numbers). The concept of number is built-in. That’s amazing to me! The mastery of counting numbers, 1,2,3,… is a great creative leap in the development of the child. This leap is followed by a series of further amazing accomplishments, for example, the insight that a fraction like 2/3, is a completely new kind of number (and not just a problem in division). How do kids manage to accomplish such radical changes in their concept…
Only human beings have a rich conceptual repertoire with concepts like tort, entropy, Abelian group, mannerism, icon and deconstruction. How have humans constructed these concepts? And once they have been constructed by adults, how do children acquire them? While primarily focusing on the second question, in The Origin of Concepts , Susan Carey shows that the answers to both overlap substantially.
Carey begins by characterizing the innate starting point for conceptual development, namely systems of core cognition. Representations of core cognition are the output of dedicated input analyzers, as with perceptual representations, but these core representations differ from perceptual representations…
I love to teach and to do research on teaching and learning. Little compares to seeing how students’ faces light up when they get it. I want more students to experience the experience of getting it. After teaching for 25 years, and taking a deep dive into the scientific literature on learning, I have accumulated some important insights that I share in my work as Executive Director of a teaching and learning center, with my students, and with faculty across the nation. Teaching is not an impromptu act. It is an art and a science and I revel in it. These books will light a fire in you.
Just because most teachers love to read, their students may not feel the same way.
Teachers struggle with getting students to read and the rise in screen time and social media seems to make the challenge even tougher. Furthermore, is reading on a screen the same as reading on paper?
This book addresses reading on screens head on and provides a rich history of reading, and lays the groundwork for ways to get students to be more effective readers. I loved the facts relating to what catches student eyeballs.
Students are reading on screens more than ever-how can we teach them to be better digital readers?
Smartphones, laptops, tablets: college students are reading on-screen all the time, and digital devices shape students' understanding of and experiences with reading. In higher education, however, teachers rarely consider how digital reading experiences may have an impact on learning abilities, unless they're lamenting students' attention spans or the distractions available to students when they're learning online.
Skim, Dive, Surface offers a corrective to these conversations-an invitation to focus not on losses to student learning but on the spectrum of affordances available within digital…
At the very beginning of my studies, I asked myself a question that still accompanies me today: “Why are some people successful and others not?” I've always been interested in people who are successful through their own efforts instead of building on the success of previous generations through their heritage. In my search for what distinguishes successful from less successful people, I began to read a variety of relevant books and attend seminars. These books and seminars dealt with the topics of success, personality development, marketing and sales, rhetoric, psychology, and management as well as self-management and personal productivity. To date, I've read several hundred books on these topics and attended a number of seminars.
Reflection and reason are overrated, according to renowned psychologist Gerd Gigerenzer.
Much better qualified to help us make decisions is the cognitive, emotional, and social repertoire we call intuition, a suite of gut feelings that have evolved over the millennia specifically for making decisions.
Gladwell drew heavily on Gigerenzer's research. But Gigerenzer goes a step further by explaining just why our gut instincts are so often right.
I have heard Gerd Gigerenzer lecture and read several of his books. If you want to use your gut feeling and your mind, this book tells you how.
Why is split second decision-making superior to deliberation? Gut Feelings delivers the science behind Malcolm Gladwell's Blink.
Reflection and reason are overrated, according to renowned psychologist Gerd Gigerenzer. Much better qualified to help us make decisions is the cognitive, emotional, and social repertoire we call intuition, a suite of gut feelings that have evolved over the millennia specifically for making decisions. Gladwell drew heavily on Gigerenzer's research. But Gigerenzer goes a step further by explaining just why our gut instincts are so often right. Intuition, it seems, is not some sort of mystical chemical reaction but a neurologically based behavior…
As a reading educator my mission in life is to give the gift of literacy. Inspiration came from my mother, my first-grade teacher who taught me to read. At 90-plus years old and declining, I dedicated one of my 18 books on teaching literacy to her. She sent me the last letter she would ever write and said, “Oh, oh, oh!”—a quote from Dick and Jane, the book she used to teach reading to three generations of first graders—“I always wanted to write a book but never did. I hope a word of mine is on a page or two of yours.” Her inspiration is on every page.
The work I have been doing for decades calling for change in how we teach reading in English is now supported by the world’s preeminent neuroscientific researcher in how the brain reads, Professor Dehaene.
He is candid, unapologetic, and clear regarding what needs to change. He asserts that whole language “does not fit with the architecture of our visual brain” (2009, p. 195) and goes on to say, “Cognitive psychology directly refutes any notion of teaching via a 'global' or 'whole language method'” (2009, p. 219).
Whole language or even balanced literacy confuses the attention of a child. Ergo, 1) Do not use three-cueing; 2) Do not guess from context or from the word’s shape; and 3) Guessing plays no role; it’s all in the letter string (the spelling).
"Brings together the cognitive, the cultural, and the neurological in an elegant, compelling narrative. A revelatory work."--Oliver Sacks, M.D.
The act of reading is so easily taken for granted that we forget what an astounding feat it is. How can a few black marks on white paper evoke an entire universe of meanings? It's even more amazing when we consider that we read using a primate brain that evolved to serve an entirely different purpose. In this riveting investigation, Stanislas Dehaene, author of How We Learn, explores every aspect of this human invention, from its origins to its neural underpinnings.…
My core value is realistic education—learning from each other’s errors and successes, but with full awareness of the difference between the determined past and the uncertain future. We can benefit from uncertainty, which I’ve been doing for a living as an engineer, academic researcher, and inventor. I make use of knowledge and science as much as possible, but I also know that strategic decisions for the uncertain future require skepticism and thinking to deal with the differences in a new circumstance. With my core value, I am passionate about sharing insights and knowledge that our formal education does not provide.
Certainty is a black-or-white concept, either zero or hundred percent; uncertainty is something between zero and hundred percent, and this grayness is a difficult concept. In the context of dealing with uncertainty and making better decisions, I find Annie Duke’s use of poker in Thinking in Betsclever for two reasons: (1) People can engage with the concept that winning or losing in a poker game is neither exact science nor pure luck. (2) Given that poker games are so different from our everyday reality, there is no danger that people would expect decision recipes for dummies.
A Wall Street Journal bestseller, now in paperback. Poker champion turned decision strategist Annie Duke teaches you how to get comfortable with uncertainty and make better decisions.
Even the best decision doesn't yield the best outcome every time. There's always an element of luck that you can't control, and there's always information hidden from view. So the key to long-term success (and avoiding worrying yourself to death) is to think in bets: How sure am I? What are the possible ways things could turn out? What decision has the highest odds of success? Did I land in the unlucky 10%…
I’m a political scientist who specializes in US foreign policy. I’ve been interested in war and peace – and avoiding the former – for as long as I can remember. More than anything else, I wish I could convince Americans of how safe they are, relatively speaking, and how safe they can remain if only we make wise decisions moving forward. The future is brighter than we think.
The current war in Ukraine cannot be understood without reference to the rampant misunderstandings and misperceptions that animate both sides.
This book is the bible of misperception, and for my money, the greatest book ever written about international politics. In it, Jervis explains how countries rarely understand one another; misperception is the rule in national security, not the exception. And those misperceptions all point in one direction: They make other actors appear more belligerent than they are.
Because of predictable psychological processes, wetend to think that theycan’t be trusted....and as a result, cycles of hostility and misperception follow. And finally, war.
If I could get presidents to read one book of political science, this would be it.
Since its original publication in 1976, Perception and Misperception in International Politics has become a landmark book in its field, hailed by the New York Times as "the seminal statement of principles underlying political psychology." This new edition includes an extensive preface by the author reflecting on the book's lasting impact and legacy, particularly in the application of cognitive psychology to political decision making, and brings that analysis up to date by discussing the relevant psychological research over the past forty years. Jervis describes the process of perception (for example, how decision makers learn from history) and then explores common…
I've been studying people at work for over 40 years, starting as an undergraduate at Cornell’s School of Labor Relations. As a student, I got involved with the trade union movement in the US, and worked as an assembly-line worker and fruit picker on kibbutzim in Israel. These hands-on experiences made me want to understand and have an impact on the way people spend most of their working hours. I’ve collected survey data from literally thousands of workers in dozens of studies conducted around the world. I’ve published more articles in scholarly journals than I ever imagined possible. And while I’m still passionate about the study of work, I’ve yet to really understand it.
Eric Kandel won the Nobel Prize in Medicine for his seminal research on learning and memory.
This book tells the highly personal story of his scientific journey, starting with his childhood as a Jew in Nazi-controlled Vienna, and his escape to the United States. Kandel explains in layman's terms the way in which organisms (he starts with snails!) remember and learn. How does this all link back to managing people?
Great managers are – at their core – superb coaches. And great coaches need to understand the neuropsychology of learning – a super-complex process, but one explained by Kandel in terms we can all understand.
Memory binds our mental life together. We are who we are in large part because of what we learn and remember. But how does the brain create memories? Nobel Prize winner Eric R. Kandel intertwines the intellectual history of the powerful new science of the mind-a combination of cognitive psychology, neuroscience, and molecular biology-with his own personal quest to understand memory. A deft mixture of memoir and history, modern biology and behavior, In Search of Memory brings readers from Kandel's childhood in Nazi-occupied Vienna to the forefront of one of the great scientific endeavors of the twentieth century: the search…
As an interdisciplinary scholar with professional musical training, I surveyed the literature in cognitive science for conceptual frameworks that would shed light on tacit processes in musical activity. I was tired of research that treats the musician either as a “lab rat” not quite capable of fully understanding what they do or as a “channel” for the mysterious and divine. I view musicians as human beings who engage in meaningful activity with instruments and with each other. Musicians are knowledgeable, skilled, and deeply creative. The authors on this list turn a scientific lens on human activity that further defines how we make ourselves through meaningful work and interactions.
This is a moving and profound book about how to reclaim our sense of self through meaningful activities and relationships. Crawford carefully studies how our attention is manipulated in various modern contexts, and what we can do to reclaim our sense of individuality. It is a book that underscores the importance of dealing with the real world—the people we encounter and the objects we use. This is the book that might convince you to take up knitting or the guitar. At the very least, it will help you understand some of what you gain by doing those things.
In his bestselling book Shop Class as Soulcraft, Matthew B. Crawford explored the ethical and practical importance of manual competence, as expressed through mastery of our physical environment. In his brilliant follow-up, The World Beyond Your Head, Crawford investigates the challenge of mastering one's own mind.
We often complain about our fractured mental lives and feel beset by outside forces that destroy our focus and disrupt our peace of mind. Any defense against this, Crawford argues, requires that we reckon with the way attention sculpts the self.
Crawford investigates the intense focus of ice hockey players and short-order chefs, the…
