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Teaching Minds: How Cognitive Science Can Save Our Schools, by Roger Schank
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''Professor Roger Schank has long been one of the world's most innovative thinkers about education. This book is the culmination of his lifetime of thinking about teaching and learning. Although I've known Roger for over 20 years, I've learned a lot from this book and I know that you will too.''
--Ray Bareiss, Professor and Director of Educational Programs, Carnegie Mellon Silicon Valley
''Finally, some fresh thinking about teaching and learning. You will come away understanding what's wrong with how we teach today and what an effective pedagogy looks like. If you care about education, you will love love love this book!''
--Elliot Soloway, Arthur F. Thurnau Professor, University of Michigan
''Roger's insights tend to be a decade or two ahead of the insights of others. You can find his insights in current machine translation technologies, recommender systems, game-based learning environments, and even intelligence-gathering systems. The insights in this book are likely to be equally prescient and enduring.''
--Janet L. Kolodner, Regents' Professor, Georgia Institute of Technology
''Roger Schank shows that we can learn more by concrete challenge and disagreement than through disinterested lectures and gingerly-put abstractions.''
--Jonathan Zittrain, Professor of Law and Professor of Computer Science, Harvard University
From grade school to graduate school, from the poorest public institutions to the most affluent private ones, our educational system is failing students. In his provocative new book, cognitive scientist and bestselling author Roger Schank argues that class size, lack of parental involvement, and other commonly-cited factors have nothing to do with why students are not learning. The culprit is a system of subject-based instruction and the solution is cognitive-based learning. This groundbreaking book defines what it would mean to teach thinking. The time is now for schools to start teaching minds!
- Sales Rank: #1003501 in Books
- Published on: 2011-10-28
- Original language: English
- Number of items: 1
- Dimensions: 8.90" h x .70" w x 6.10" l, .70 pounds
- Binding: Paperback
- 240 pages
Review
''[Schank] rejects many 'truths' held by today's educators and politicians...the author believes society is better served when the focus is on improving the conceptual, analytical, and social processes of the individual rather than on acquiring factual knowledge.'' --ForeWord Magazine
''With stark honesty and a sharp focus on research, Schank has written a provocative, convincing, and useful book about the design of cognitively based learning experiences that can be applied to real contexts...Teaching Minds can undoubtedly help individual teachers, professors, leaders, and curriculum design teams to transform learning experiences for students at all levels.'' --Education Canada
''With stark honesty and a sharp focus on research, Schank has written a provocative, convincing, and useful book about the design of cognitively based learning experiences that can be applied to real contexts...Teaching Minds can undoubtedly help individual teachers, professors, leaders, and curriculum design teams to transform learning experiences for students at all levels.'' --Education Canada
About the Author
Roger Schank was the founder of the renowned Institute for the Learning Sciences at Northwestern University, where he is John P. Evans Professor Emeritus in Computer Science, Education, and Psychology.
Most helpful customer reviews
17 of 18 people found the following review helpful.
Scrap the Teacher. Bring on the Mentor.
By Jenuine Reflections
I taught a few community college classes, volunteered in grade school classrooms for a few years, and have been teaching my own children for two years. What drags heaviest in these endeavors? Resistance.
Students want to get it over, move on, and get out. No matter how much I wanted them to love what I told them to do, only a few responded happily--and only rarely. They may have been people-pleasers; they may have genuinely liked the work or been grateful to get away from home.
I found Schank through articles in The Washington Post: "No, algebra isn't necessary--and yes, STEM is overrated" and "Why kids hate school--subject by subject".
Student resistance is to be expected, he says. You cannot teach someone something that 1. Does not help achieve some goal they actually hold; 2. Is not in line with their personality; 3. Goes against their subconscious beliefs. You can try. You won't succeed.
He goes on to list the CAPACITIES students should have, like how to diagnose, how to plan, how to influence, how to negotiate, etc.These skills come layered into the goals people naturally set for themselves as a means of getting something they want. They come from doing, trying, and failing. A car fanatic learns to diagnose engines. A parent learns to diagnose a child's quirks and cries. A gamer diagnoses how to advance levels.
Several capacities go along with any situation. Schank says that forcing people to learn subjects separate from each other ("Now let's learn to PLAN!") and devoid of a personal goal is a waste and ineffective.
He also lists *how* to teach these capacities, like "Don't teach it unless you can easily explain the use of learning it" and "A teacher's job is not to tell facts; it's to get students to understand the world better...to encourage them to take on more...to force students to come to conclusions by confronting what they already believe..."
Teachers are not the source of knowledge anymore. They are the mentors "encouraging thinking by making sure students have something confusing to think about."
19 of 21 people found the following review helpful.
A very different view into K-12 Education
By Allan Jones
I am a big fan of Roger's work and frequently visit his websites for ideas and inspiration, so I was eager to read his new book. I was not disappointed! He provides some fascinating insights into the inner workings of the country's Kindergarten throught PhD education system. He has a novel understanding of how people think and learn and advocates creating an education system that is designed to focus on building cognitives skills and processes instead of focusing on the traditional academic content disciplines. As you read the book, you find yourself agreeing with many of his assertions and becoming angry at the entrenched system that blocks all attempts to allow his ideas to be implemented. Roger's fundamental approach to teaching and learning is through what he calls a Story Centered Curriculum. He follows his own advice by delivering most of the information in the book in a series of stories. The result is a very readable, enjoyable, and informative book. You should read it!
31 of 39 people found the following review helpful.
Cognitive science theory without the cognition or science.
By S. A. Shackelford
I'll be frank. I found this book obnoxious. Dr. Schank obviously considers himself quite the pioneer in raising questions about how students learn, "I made up the term learning sciences. There was no such field in academia." (p. xiv) "Cognitive science, a field I also had a big part in creating, has become more important in the academic world." (p. xv) However, his observations about the outdated, irrelevant, and ineffective way we educate the public are the exact same things the unschoolers, the homeschoolers, and the many sects of the education reform movement have been screaming since the 60s. Similarly, using anecdotal evidence and strawman arguments, he does come to conclusions that are supported by actual science (for example, that there are benefits to learning by doing as opposed to by lecture-only, or that e-learning has certain benefits, or that curriculum should be more relevant), but he doesn't use science to support these ideas; it's just coincidence. Other parts of the book are just bizarre. We're supposed to keep compulsory education, but we're not supposed to have any accountability for what schools do or don't teach. Instead, teachers are going to mentor kids with the help of technology. Why teachers would make better life mentors than welders or insurance salesmen isn't explained. Why we should learn to think in the real world by attending school as opposed to interacting more in the real world isn't explained either. He dismisses the idea that the purpose of school is to provide a basic foundation for future learning and thinking, but then takes for granted that school must continue to play an integral part in the upbringing of America's children. He has a whole section on intellectual thinking with examples that any 7th grader could dissect as being illogical. The whole book is like this -- just bizarre. I'm not sure who his audience is, as traditional educators, education reformers, and home/unschoolers would all be able to recognize this book for what it is -- nonsense. How it has gotten positive reviews is beyond me.
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