How facts backfire

In an ideal world, citizens would be able to maintain constant vigilance, monitoring both the information they receive and the way their brains are processing it. But keeping atop the news takes time and effort. And relentless self-questioning, as centuries of philosophers have shown, can be exhausting. Our brains are designed to create cognitive shortcuts — inference, intuition, and so forth — to avoid precisely that sort of discomfort while coping with the rush of information we receive on a daily basis. Without those shortcuts, few things would ever get done. Unfortunately, with them, we’re easily suckered by political falsehoods.

Joe Keohane, “How facts backfire
The Boston Globe — Boston.com, July 11, 02010

The Early Bird Really Does Get the Worm

If a large proportion of people are evening types, why do most companies insist that everyone come to work early?

Positive attitudes toward morningness are deeply ingrained. In Germany, for example, Prussian and Calvinist beliefs about the value of rising early are still pervasive. Throughout the world, people who sleep late are too often assumed to be lazy. The result is that the vast majority of school and work schedules are tailored to morning types. Few people are even aware that morningness and eveningness have a powerful biological component.

Christoph Randler, “Defend Your Research: The Early Bird Really Does Get the Worm
Harvard Business Review, July/August 02010

What happened to studying?

“No one really has an incentive to make a demanding class,” Marks said. “To make a tough assignment, you have to write it, grade it. Kids come into office hours and want help on it. If you make it too hard, they complain. Other than the sheer love for knowledge and the desire to pass it on to the next generation, there is no incentive in the system to encourage effort.”

The problem dates back to the 1960s, said Murray Sperber, a visiting professor in the graduate school of education at the University of California Berkeley. Sperber, at the time, was a graduate student at Berkeley and was part of an upstart movement pushing for students to rate their professors. The idea, Sperber said, was to give students a chance to express their opinions about their classes — a noble thought, but one that has backfired, according to many professors. Course evaluations have created a sort of “nonaggression pact,” Sperber said, where professors — especially ones seeking tenure — go easy on the homework and students, in turn, give glowing course evaluations.

Keith O’Brien, “What happened to studying?
The Boston Globe – Boston.com, July 4, 02010

Que Saco!

Que Saco!