Book Review: Teaching Minds: How Cognitive Science Can Save Our Schools
Teaching Minds: How Cognitive Science Can Save Our Schools is an excellent book for teachers (and some learners) on what may be wrong with our teaching approach; it isn’t necessarily us, but might be an institutional situation. After reading this book, I had to get back to blogging. I’ve been trying to finish up my own book, and this book comes along and shatters/challenges/supports many of my previous perspectives on teaching in an elegant succinct way.
So, why is this book shattering some of my views on education? Well, having read the book, many of the ideas line up well with preexisting beliefs I have about learning. Dr. Schank, however, structures many of these ideas in a better way.
The major idea in the book is his clear explanation in chapter 4 of the “twelve cognitive principles that underlie learning”. His main thesis is that these principles are captured in what we all do in our lives, jobs, and education, and that they should be a fundamental focus of learning as opposed to knowledge and content. We tend to focus more on content than action.
The majority of the book looks at these principles and their application/relation to education. A few other interesting aspects and ideas in the book include:
- Chapter 11 shifts to an attack on colleges and universities, which includes many strong arguments on to what these institutions do and how they might be changed.
- Schank states that teaching should not include the assigning of grades/marks by the teacher, and instead the assessment of performance should be done by a separate entity.
- The idea that nothing can be learned if it doesn’t involve failure.
- An examination or test implies that a field has a right way and a wrong way.
Does this book relate to CollegeQandA?
It’s all about teaching, learning, and universities. In a way, I wish these were my ideas, and I’ll, likely, reference this book in future posts.
I would recommend this book to…
This book is written at a level appropriate for teachers. I think the concepts are understandable by all, but many of the arguments drift into the world of higher ed and cognitive views that might not be at the level of college bound students. However, I think this is a good book for everyone to take a look at to better understand learning and a bit of the why things are the way they are in education and how we might, possibly, do better.