Archive for the ‘Curiosity’ Category

Source: Is Wisdom So Terrible When It Brings Profits That Are Invisible to the Eye? | Duane Sharrock | Pulse | LinkedIn

“In addition to psychic numbing, there is another psychological disposition at work, called “pseudoinefficacy.” This tendency was demonstrated in another study of charitable giving, published this year in Frontiers in Psychology, also by Paul Slovic and colleagues. We found that people might be inclined to send money to an individual person in need, but that if they heard that a second person also required aid but could not be helped, they were less inclined to donate to the first person. Meeting that need no longer felt as satisfying. Similarly, when the need for assistance was described as part of a large-scale relief effort, potential donors would experience a demotivating sense of inefficacy arising from the thought that the help they could provide was but “a drop in the bucket.”

The “rage to master”: What it takes for those scary-smart kids to succeed –

125 Librarians To Follow On Twitter

via 125 Librarians to Follow on Twitter – Blog – mattanderson.orgBlog –

Ido’s Blog: Preparations for our daily training.

excerpt: “They also found multiple references to Jesus and Sethians—religious groups that identified with Adam and Eve’s third son, and others that identified with a previously unknown character referred to as Baktiotha—a god-like figure. Because of the mix of subjects in the invocations, the two researchers suggest the document was likely a representative of a transition period for the people of that time.”

via Ancient Egyptian codex finally deciphered.

Kinds of Knowledge

  • Deep Knowledge: Knowledge acquired through years of proper experience. 
  • Shallow Knowledge: Minimal understanding of the problem area. 
  • Knowledge as Know-How: Accumulated lessons of practical experience. 
  • Reasoning and Heuristics: Some of the ways in which humans reason are as follows: 
    • Reasoning by analogy: This indicates relating one concept to another. 
    • Formal Reasoning: This indicates reasoning by using deductive (exact) or inductive reasoning. 
      • Deduction uses major and minor premises. 
      • In case of deductive reasoning, new knowledge is generated by using previously specified knowledge. 
      • Inductive reasoning implies reasoning from a set of facts to a general conclusion. 
      • Inductive reasoning is the basis of scientific discovery. 
      • case is knowledge associated with an operational level. 



  • Common Sense: This implies a type of knowledge that almost every human being possess in varying forms/amounts. 
  • We can also classify knowledge on the basis of whether it is procedural, declarative, semantic, or episodic
    • Procedural knowledge represents the understanding of how to carry out a specific procedure. 
    • Declarative knowledge is routine knowledge about which the expert is conscious. It is shallow knowledge that can be readily recalled since it consists of simple and uncomplicated information. This type of knowledge often resides in short-term memory. 
    • Semantic knowledge is highly organized, “chunked” knowledge that resides mainly in long-term memory. Semantic knowledge can include major concepts, vocabulary, facts, and relationships. 
    • Episodic knowledge represents the knowledge based on episodes (experimental information). Each episode is usually “chunked” in long-term memory. 


  • Another way of classifying knowledge is to find whether it is tacit or explicit 
    • Tacit knowledge usually gets embedded in human mind through experience. 
    • Explicit knowledge is that which is codified and digitized in documents, books, reports, spreadsheets, memos etc. 


via Kinds of Knowledge.

Dweck: Actually, praise may not be the optimal way, but we are so praise oriented. We can ask the child questions about the process: “How did you do that? Tell me about it.” As they talk about the process and the strategies they tried, we can appreciate it. We can be interested in it. We can encourage it. It doesn’t have to be outright praise.

via Too Many Kids Quit Science Because They Don’t Think They’re Smart – The Atlantic.


Dweck’s conclusions about how praise works should help shape discussions about parenting, teaching, feedback, and also around the building of credibility THROUGH appreciation. The boundaries are dissolving between education and other knowledge work fields but also between educators and learners. Students will recognize real interest and appreciation of their thinking-work as truly valuing work. Attention is one of the main currencies of the knowledge era. The more attention being paid to what you are doing, the more encouragement you feel that what you are doing is valuable and valued. These are the face-to-face “likes” that do more than vaguely acknowledge you have accomplished something. When time is spent listening, evaluating the student’s process and progress, and asking questions that leads to more progress, students will deepen their interest, become more encouraged, and may increase in other areas as well.

This is true for any worker, though. In education, the teacher is a knowledge worker, and the public awareness of teacher supervision can give insights into Davenport and Maccoby’s recognition that knowledge workers often know more about their areas of expertise than their supervisors.

No teacher wants to simply be observed and assessed based on a pass/fail system. Teachers want to feel that the person observing them “gets” what the teacher is doing, what the teacher has accomplished. In the Danielson tool, this appreciation has the opportunity of expression when discussing planning and also in the follow up or post-observation debriefing. Cognitive coaching models are appreciation and credibility-building tools.

I had no idea that such a journal exists. Others should know about it and similar types of journals. Read along the right panel to see the other, “similar” journals (after you open the link below).


Psychology of Aesthetics, Creativity and the Arts.

Psychology of Aesthetics, Creativity, and the Arts is devoted to promoting scholarship on how individuals participate in the creation and appreciation of artistic endeavor.”

Copyright 2014 American Psychological Association

Many, Many Examples Of Essential Questions.


Each of these question could lead days of discussions online or in class. Teachers can improve instruction by focusing units and courses with essential questions.

I see these questions as ways to see into knowledge domains and majors.

These questions could also get passed on to secondary school and post-secondary school writing assignments, projects (inquiry based), term papers, etc.

Some of the questions could also help with creative writing–fiction or nonfiction. The questions can be targeted as well. For example, using findings in the neurosciences, why do people continue to pursue the concept of a utopian society? In an educator training course, like one for special education teachers, you could ask this question: What is the relationship between differences and utopia?