ZenPundit
Thursday, November 08, 2007
ADD TO SCHOLARSHIP, TAKE TDAXP'S SURVEY
On Creativity and Blogging. You don't need to have a blog to take the survey so be a good egg and help him out.
On Creativity and Blogging. You don't need to have a blog to take the survey so be a good egg and help him out.
Labels: blogging, blogroll, cognition, creativity, tdaxp
¶ 8:33 PM 1 comments
Tuesday, October 09, 2007
APPLIED NEUROLEARNING
My copy of The Mislabeled Child by Drs. Brock and Fernette Eide, that I ordered through work last spring, finally arrived the other day ( Use private sector Amazon.com, the book arrives in a few days. Use an educational bureaucracy and it arrives five months later). I have been looking forward to reading this for some time ( literally).
The Drs. Eide, in addition to being authors, clinicians and researchers, also have two excellent blogs, The Neurolearning Blog and The Classical School Blog, where they share their professional expertise and deep interest in enhancing learning for children, particularly those in outlier populations with special needs. The Eides have been less active in the blogosphere this year but The Neurolearning Blog is one of my few daily "must reads".
It's a moderately thick text with an impressive bibliography for a book written for laymen rather than specialists. I look forward to diving in and learning something new!
My copy of The Mislabeled Child by Drs. Brock and Fernette Eide, that I ordered through work last spring, finally arrived the other day ( Use private sector Amazon.com, the book arrives in a few days. Use an educational bureaucracy and it arrives five months later). I have been looking forward to reading this for some time ( literally).
The Drs. Eide, in addition to being authors, clinicians and researchers, also have two excellent blogs, The Neurolearning Blog and The Classical School Blog, where they share their professional expertise and deep interest in enhancing learning for children, particularly those in outlier populations with special needs. The Eides have been less active in the blogosphere this year but The Neurolearning Blog is one of my few daily "must reads".
It's a moderately thick text with an impressive bibliography for a book written for laymen rather than specialists. I look forward to diving in and learning something new!
Labels: attention, blogroll, book, brain, cognition, creativity, education, eide, ideas, intellectuals, intelligence, metacognition, science, teaching
¶ 6:14 PM 0 comments
Monday, October 08, 2007
BUILDING AN INNOVATIVE-INTERSECTIONAL IDEA SOCIETY -PART I.
My friend Shane Deichman had an important post at Wizards of Oz - a review of Dr. John Kao's new book, Innovation Nation (Kao's site is here). I have not read the book yet but Shane's review of Kao's work struck a chord with my interest in educational reform. We are living in a transformative era but our educational system's paradigm, structures and methodologies are looking dangerously anachronistic. Shane writes, in part:
"He is also a man with a true “long view” – a vision not just for our immediate future, but for this and the next century. In Innovation Nation, Kao describes the evolution of “innovation models” – from individual achievement to today’s “version 4.0” that rapidly adapts best practices across a globally diffuse environment of open architectures and collaboration. America is the “incumbent”, but also seemingly blind to the challenges posed by emergent innovation powers like Singapore, Denmark and Finland.
The book continues with an honest critique of America’s education system, comparing and contrasting our response (in terms of funding, curriculum development, teacher training, school construction, etc.) to Sputnik and President Kennedy’s famous challenge at Rice University in 1962 to today’s sagging U.S. aptitude test scores and lackluster performance in math and science. John compares the high barriers to entry (both literally and figuratively) of our nation’s immigration system to that in global innovation hot spots, along with the perils they bring."
Read the rest here.
What can be done to ramp up American creativity and innovation ? Many things, most of which are outside the scope of this post, but Kao hones in on addressing the fundamentals, which includes our educational system and also our culture ( or rather, our institutional cultures). Together they compose a social platform that will either inhibit or accelerate the rate of innovation in America.
,
Looking at the cognition of creative thinking and innovation.
My friend Shane Deichman had an important post at Wizards of Oz - a review of Dr. John Kao's new book, Innovation Nation (Kao's site is here). I have not read the book yet but Shane's review of Kao's work struck a chord with my interest in educational reform. We are living in a transformative era but our educational system's paradigm, structures and methodologies are looking dangerously anachronistic. Shane writes, in part:
"He is also a man with a true “long view” – a vision not just for our immediate future, but for this and the next century. In Innovation Nation, Kao describes the evolution of “innovation models” – from individual achievement to today’s “version 4.0” that rapidly adapts best practices across a globally diffuse environment of open architectures and collaboration. America is the “incumbent”, but also seemingly blind to the challenges posed by emergent innovation powers like Singapore, Denmark and Finland.
The book continues with an honest critique of America’s education system, comparing and contrasting our response (in terms of funding, curriculum development, teacher training, school construction, etc.) to Sputnik and President Kennedy’s famous challenge at Rice University in 1962 to today’s sagging U.S. aptitude test scores and lackluster performance in math and science. John compares the high barriers to entry (both literally and figuratively) of our nation’s immigration system to that in global innovation hot spots, along with the perils they bring."
Read the rest here.
What can be done to ramp up American creativity and innovation ? Many things, most of which are outside the scope of this post, but Kao hones in on addressing the fundamentals, which includes our educational system and also our culture ( or rather, our institutional cultures). Together they compose a social platform that will either inhibit or accelerate the rate of innovation in America.
,Looking at the cognition of creative thinking and innovation.
Two books that might help in re-engineering the culture in the direction that Kao envisions are that of fellow Harvard professor Howard Gardner's Five Minds For the Future and also The Medici Effect by strategic consultant Frans Johansson. While both authors explore individual thinking and the mentalities of organizations, Gardner, a popular guru in the field of educational psychology, emphasizes the former.
Gardner's book explores five "minds" or cognitive approaches that he believes will be important for the 21st century. They are:
"The Disciplinary Mind: the mastery of
major schools of thought, including
science, mathematics, and history, and of
at least one professional craft.
The Synthesizing Mind: the ability to
integrate ideas from different disciplines
or spheres into a coherent whole and to
communicate that integration to others.
The Creating Mind: the capacity to
uncover and clarify new problems,
questions and phenomena.
The Respectful Mind: awareness of and
appreciation for differences among
human beings and human groups.
The Ethical Mind: fulfillment of one's
responsibilities as a worker and as a
citizen."
While the last two are outside of this discussion, the disciplinary mind has been discussed here many times under the auspices of the term "vertical thinking" and Gardner does an excellent job on explaining how that kind of training for subject mastery creates a base for the development or refinement of other kinds of thinking.
Having the disciplinary mind of a vertical thinking expert is particularly complementary to the practice of horizontal thinking, though many experts resist horizontal thinking out of habitual analytical reductionism, the legacy of academic culture or ego, fearing to be seen operating outside one's area of known competence. Gardner likes to make the analogy of an intellectual laser vs. a searchlight in comparing the two.
Gardner, under the influence of Mihalyi Csikszentmihalyi, divides the cognitive activities of horizontal thinking, into the Synthesizing Mind and the Creative Mind, which would be drawn upon during the process of innovation. Like Csikzentmihalyi, Gardner's definition of creativity is product-oriented and scalar - the results of creative thinking must approach a certain, tangible, magnitude of effect to count - "Big C" creativity, in Gardner's words.
I've never agreed with that distinction. First, it discounts the effect of stochastic tinkering, which are simply creative tweaks on the micro scale that can be very significant, especially when collectively harnessed on a wikinomic/mass collaboration platform. Secondly, the small scale creativity is a necessary developmental step to take, cognitively speaking, before running with grand accomplishments later in life. Even geniuses and polymaths like Isaac Newton and Mozart who demonstrated tremendous creative breakthroughs of a global impact at a relatively young age, went through periods of early, if precocious, experimentation.
Gardner's chapter on synthesis is worth the price of the book alone as he gives it a thorough summative treatment, detailing eight kinds of synthesis that have four components and three kinds of motivations. John Boyd wrote of the process of synthesis as a "dialectical engine"; if so, Gardner would consider metaphors to be the spark plugs of integration and innovation, a valuble tool that helps connect a brain with a "massive modularity" in physiological structure. Gardner considers accomplishment of true interdisciplinarity to be hard but acquisition of "multiperspectivalism" among practitioners to be a realistic goal for synthesis.
Creative Minds, in Gradner's view, are interactive, working within a " social field" that validates their accomplishments but are not confined to the boundaries of a disciplinary field that inhibits most practitioners from discovery or innovation. He is very cautious of " false creativity" or precipitous claims of "creativity" from those jacks-of-all-trades who have yet to master a single domain. Writing on American public schools in the 1980's, Gardner states:
"In schools (and in after school sites) the compelling need was for the achievment of genuine mastery of a recognized discipline: not only was there no need for educators to wave the flag of creativity; it might have been counterproductive to do so. Only through the honing of discipline would genuinely creative options emerge." (Gardner, 85)
Gardner's books are often of an uneven quality of depth. His chapter on the Creative Mind is not nearly as thorough as the one on the Synthesizing Mind ( not surprising as Gardner has not laid out a convincing case, in my view, why the two ought to have been separated in the first place; moreso, by his section on their interrelationship). He does give more practical examples from the corporate world and discuss the potential of online platforms for creativity in terms of a Wikipedia -Britannica continuum.
Innovation depends upon the ability to generate new insights and bring these to practical fruition. Cognitively, our tools would include metaphors, analogies, visualization, consciously systematic lateral thinking in the syle of Edward DeBono and harnessing the powers of intuition and imagination in a conceptually-rich intellectual environment.
End Part I.
Labels: book, cognition, creativity, culture, education, horizontal thinking, ideas, innovation, insight
¶ 12:13 PM 0 comments
Wednesday, September 12, 2007
A READING UPDATE
Despite some reservations about Howard Gardner's normative weighing of various "multiple intelligences" and uneven conceptual development in his earlier works, I'll give Five Minds For The Future a preliminary endorsement. The chapters on the disciplinary, synthesizing and creative minds are worth the purchase price alone.
There are some very sound observations on these cognitive outlooks on Gardner's part - readers here will see vertical and horizontal thinking well represented, though Gardner eschews the use of those terms ( he does cite De Bono's lateral thinking exercises). Mihaly Csikszentmihalyi is a strong influence on the creativity chapter though, as an aside, I do not always buy into Csíkszentmihályi's social/collective/domain/peer ratification of creativity as a standard as Gardner does.
Despite some reservations about Howard Gardner's normative weighing of various "multiple intelligences" and uneven conceptual development in his earlier works, I'll give Five Minds For The Future a preliminary endorsement. The chapters on the disciplinary, synthesizing and creative minds are worth the purchase price alone.
There are some very sound observations on these cognitive outlooks on Gardner's part - readers here will see vertical and horizontal thinking well represented, though Gardner eschews the use of those terms ( he does cite De Bono's lateral thinking exercises). Mihaly Csikszentmihalyi is a strong influence on the creativity chapter though, as an aside, I do not always buy into Csíkszentmihályi's social/collective/domain/peer ratification of creativity as a standard as Gardner does.
Labels: book, cognition, creativity, horizontal thinking, howard gardner, metacognition, vertical thinking
¶ 7:58 PM 0 comments
Monday, August 20, 2007
JUDGMENT DAY
An interesting confluence of information has crossed my computer screen in the last 24 hours.
Fabius Maximus was kind enough to send me a PDF, "Cognitive biases potentially affecting judgment of global risks" by Eliezer Yudkowsky, Singularity Institute for Artificial Intelligence. It's a very interesting paper on analytical thinking - or s even though a number of the points made by Yudkowsky I have seen previously made elsewhere ( the blogosphere revels in hyperactive disconfirmation biases). Their central cognitive philosophy - "....the one whom you must watch above all is yourself", is spot on.
Secondly, over at Kent's Imperative, one of the Kentians, let's call them "Most Formal Prose Kent" had a highly congruent post to the Yudkowsky paper, "The sins of analytic methodologists ":
"There is an increasingly common conceit that reliance on the analyst - subject to, cognitive bias, information overload, and human fallibility – can be engineered out of the process of doing intelligence. Instead, certain methodologists would substitute organizational structures, workflow re-organization, and the introduction of supposedly superior quantitative metrics in order to create a new standard for “answers”. The underlying thrust of these efforts is to reform intelligence activities towards a more “repeatable” process, often described by industrial or scientific metaphors such “foundry” or “lab”. These typically originate from the engineering and technical intelligence disciplines, and are usually directed as criticism of typical all source efforts – particularly those grounded in social science fields or qualitative methodology.
...The fundamental flaw in many of these methodologists' efforts is that they are essentially reductionist attempts to force the difficult and oft-times messy art of intelligence entirely into the narrow box of its scientific side. While there is a place for scientific approaches, particularly in the grounding and validation of assessment, the inherently creative, non-linear, and even non-rational elements of the profession can never be completely discarded. Most recent intelligence failures have occurred, not due to a lack of precision in judgment, but from a lack of imagination in identifying, describing, and forecasting the uncertain dynamics and emerging complexities of fast-changing accounts."
Sagely described.
Clear thinking is difficult. Few of us begin by checking our premises or, sadly, our facts. Even in the domain of the concrete and verifiable factual information, so much rides on our implicit opinion of what exactly, in terms of data points, constitutes a " fact" that we are usually off-base before we begin. Even if we are cognizant of these variables from the inception of forming a question, we might be horrified to discover, with some dogged investigation of the finer details, how fuzzy at the margins that even our peer-reviewed, "valid and reliable", facts can be - much less the breezy assertions delivered by the MSM.
Then, more to the point of the KI post, there is the hasty selection of particular, reductionist analytical tools that a priori blind us to the nature of the emergent unknown that we are trying to understand. We become prisoners of our chosen perspective. One problem with human perception is that there is no guarantee, having recognized the existence of a novel dynamic phenomena, that our perception represents the most significant aspect of it. Much like conceptualizing an Elephant in motion from blind contact with it's eyelashes. Or it's feces.
Human nature is a perpetual rush to judgment. We must rise above that.
An interesting confluence of information has crossed my computer screen in the last 24 hours.
Fabius Maximus was kind enough to send me a PDF, "Cognitive biases potentially affecting judgment of global risks" by Eliezer Yudkowsky, Singularity Institute for Artificial Intelligence. It's a very interesting paper on analytical thinking - or s even though a number of the points made by Yudkowsky I have seen previously made elsewhere ( the blogosphere revels in hyperactive disconfirmation biases). Their central cognitive philosophy - "....the one whom you must watch above all is yourself", is spot on.
Secondly, over at Kent's Imperative, one of the Kentians, let's call them "Most Formal Prose Kent" had a highly congruent post to the Yudkowsky paper, "The sins of analytic methodologists ":
"There is an increasingly common conceit that reliance on the analyst - subject to, cognitive bias, information overload, and human fallibility – can be engineered out of the process of doing intelligence. Instead, certain methodologists would substitute organizational structures, workflow re-organization, and the introduction of supposedly superior quantitative metrics in order to create a new standard for “answers”. The underlying thrust of these efforts is to reform intelligence activities towards a more “repeatable” process, often described by industrial or scientific metaphors such “foundry” or “lab”. These typically originate from the engineering and technical intelligence disciplines, and are usually directed as criticism of typical all source efforts – particularly those grounded in social science fields or qualitative methodology.
...The fundamental flaw in many of these methodologists' efforts is that they are essentially reductionist attempts to force the difficult and oft-times messy art of intelligence entirely into the narrow box of its scientific side. While there is a place for scientific approaches, particularly in the grounding and validation of assessment, the inherently creative, non-linear, and even non-rational elements of the profession can never be completely discarded. Most recent intelligence failures have occurred, not due to a lack of precision in judgment, but from a lack of imagination in identifying, describing, and forecasting the uncertain dynamics and emerging complexities of fast-changing accounts."
Sagely described.
Clear thinking is difficult. Few of us begin by checking our premises or, sadly, our facts. Even in the domain of the concrete and verifiable factual information, so much rides on our implicit opinion of what exactly, in terms of data points, constitutes a " fact" that we are usually off-base before we begin. Even if we are cognizant of these variables from the inception of forming a question, we might be horrified to discover, with some dogged investigation of the finer details, how fuzzy at the margins that even our peer-reviewed, "valid and reliable", facts can be - much less the breezy assertions delivered by the MSM.
Then, more to the point of the KI post, there is the hasty selection of particular, reductionist analytical tools that a priori blind us to the nature of the emergent unknown that we are trying to understand. We become prisoners of our chosen perspective. One problem with human perception is that there is no guarantee, having recognized the existence of a novel dynamic phenomena, that our perception represents the most significant aspect of it. Much like conceptualizing an Elephant in motion from blind contact with it's eyelashes. Or it's feces.
Human nature is a perpetual rush to judgment. We must rise above that.
Labels: analytic, bias, cognition, counterintuitive, fabius maximus, gaussian, IC, insight, intelligence, kent's imperative, psychology
¶ 7:08 PM 0 comments
Saturday, August 18, 2007
ADDED TO THE BOOKPILE
Labels: 21st century, book, cognition, education, futurism, horizontal thinking, howard gardner, insight, intellectuals, intelligence, psychology, theory
¶ 10:15 AM 6 comments
Tuesday, July 31, 2007
ANALYSIS IS A TWO-EDGED SWORD
The other day, Dan of tdaxp objected to my appreciation of logic as an analytical tool in the comment section:
"Humans are pretty terrible logical reasoners, so relying on logic doesn't do much. Expertise comes from analogical reasoning, which allows faster processing, more reliable rejection of bad options, and effortless cognition in general."
I agree with much of Dan's statement. Most people are highly illogical and emotional in their decision-making process and not a few, though still a minority of the population, remain concrete thinkers their whole lives. We could not get anything done without cognitive automaticity kicking in to gear; having to consciously, sequentially, reason out the steps of every action would leave us exhausted before breakfast. My only quibble with Dan would be to replace "expertise" with "insight" or "creativity" as many variables, including the effects of chance, go into accumulating an experential base of knowledge. That is a minor divergence, for like Dan, I am an advocate of the benefits of synthesis, analogies, metaphors, horizontal thinking, metacognitive reflection and intuitive cognition - those forms of thinking that are generative of new insights.
I have also seen many complaints recently in the blogosphere about the negative effects of analytical thinking, if overused or abused, in these cases by lawyers, the profession most noted for elevating analytical reasoning above the factual variables to which the reasoning is to be applied. Here's one:
From Kent's Imperative:
"Worse yet, we detect a discernable strain of legal thinking which now seeks to impose restrictions not only on the collection of information, but on its use. The idea that a warrant might be required to search against previously accumulated foreign intelligence materials sounds absurd, but recent legal opinions appear to have laid the groundwork for such an argument in future cases. This would also be very nearly absolutely fatal in the context of fusion and collaboration for homeland security intelligence purposes (particularly if critical elements of the intelligence picture are obtained from foreign intelligence activities of DOD and other agencies, as if often the case.)
We have long maintained that the mindsets of the lawyer and the intelligence professional are diametrically opposed. The first seeks to present a structured picture through adversarial argumentation, and by training attacks to exclude evidence from the picture to support a particular viewpoint. The latter struggles to understand puzzles and mysteries, and to assemble a coherent narrative in the face of incomplete, conflicting, and deceptive information in order to support the decision-maker’s choices regarding courses of action. Allowing the lawyers to dictate further the key aspects of the world of intelligence – and allowing intelligence activities to be framed into an “investigative” basis rather than continuing inquiry into matters of standing interest – will be the death of the profession."
Analytical thinking is a tool for reductionism. It helps you take the watch apart and explains how the gears fit together. It can identify broken parts and quantify performance. Analytical thinking works well in this instance because a mechanical watch represents a closed system with limited boundries. What analytical thinking can't do, being an interruptive, destructive, activity is conceptualize an alternative way to tell time or arrive at Einstein's insights about Relativity. For that you require a constructive, generative, pattern of thinking.
Used incorrectly, and analytical thinking often is because more people can analyze than synthesize well, it can destroy group dynamics and productivity through " paralysis by analysis". The downsides of all options become the most significant variables and opportunities are lost. Used correctly, to fine-tune, trouble-shoot, tweak and better adapt, analytical thinking can prevent disasters.
The other day, Dan of tdaxp objected to my appreciation of logic as an analytical tool in the comment section:
"Humans are pretty terrible logical reasoners, so relying on logic doesn't do much. Expertise comes from analogical reasoning, which allows faster processing, more reliable rejection of bad options, and effortless cognition in general."
I agree with much of Dan's statement. Most people are highly illogical and emotional in their decision-making process and not a few, though still a minority of the population, remain concrete thinkers their whole lives. We could not get anything done without cognitive automaticity kicking in to gear; having to consciously, sequentially, reason out the steps of every action would leave us exhausted before breakfast. My only quibble with Dan would be to replace "expertise" with "insight" or "creativity" as many variables, including the effects of chance, go into accumulating an experential base of knowledge. That is a minor divergence, for like Dan, I am an advocate of the benefits of synthesis, analogies, metaphors, horizontal thinking, metacognitive reflection and intuitive cognition - those forms of thinking that are generative of new insights.
I have also seen many complaints recently in the blogosphere about the negative effects of analytical thinking, if overused or abused, in these cases by lawyers, the profession most noted for elevating analytical reasoning above the factual variables to which the reasoning is to be applied. Here's one:
From Kent's Imperative:
"Worse yet, we detect a discernable strain of legal thinking which now seeks to impose restrictions not only on the collection of information, but on its use. The idea that a warrant might be required to search against previously accumulated foreign intelligence materials sounds absurd, but recent legal opinions appear to have laid the groundwork for such an argument in future cases. This would also be very nearly absolutely fatal in the context of fusion and collaboration for homeland security intelligence purposes (particularly if critical elements of the intelligence picture are obtained from foreign intelligence activities of DOD and other agencies, as if often the case.)
We have long maintained that the mindsets of the lawyer and the intelligence professional are diametrically opposed. The first seeks to present a structured picture through adversarial argumentation, and by training attacks to exclude evidence from the picture to support a particular viewpoint. The latter struggles to understand puzzles and mysteries, and to assemble a coherent narrative in the face of incomplete, conflicting, and deceptive information in order to support the decision-maker’s choices regarding courses of action. Allowing the lawyers to dictate further the key aspects of the world of intelligence – and allowing intelligence activities to be framed into an “investigative” basis rather than continuing inquiry into matters of standing interest – will be the death of the profession."
Analytical thinking is a tool for reductionism. It helps you take the watch apart and explains how the gears fit together. It can identify broken parts and quantify performance. Analytical thinking works well in this instance because a mechanical watch represents a closed system with limited boundries. What analytical thinking can't do, being an interruptive, destructive, activity is conceptualize an alternative way to tell time or arrive at Einstein's insights about Relativity. For that you require a constructive, generative, pattern of thinking.
Used incorrectly, and analytical thinking often is because more people can analyze than synthesize well, it can destroy group dynamics and productivity through " paralysis by analysis". The downsides of all options become the most significant variables and opportunities are lost. Used correctly, to fine-tune, trouble-shoot, tweak and better adapt, analytical thinking can prevent disasters.
Labels: analogy, analytic, cognition, horizontal thinking, intelligence, kent's imperative, logic, tdaxp
¶ 7:31 PM 4 comments
Sunday, July 29, 2007
BOOKS ARE SIGNPOSTS ON THE ROAD OF LIFE
"I cannot live without books"
- Thomas Jefferson
First, I'd like to thank Dr. Barnett and Dan of tdaxp for the kind remarks and links the past few days. Both men have often provoked me to new thoughts or reconsidered views and it is nice to know that I can return the favor on occasion.
Tom had a post Sunday entitled " Why the grand strategist/visionary needs the discipline of books" that echoed something I've long believed. Something Lexington Green, in his enviably book-lined home, probably would agree with,
a) First, there's really no substitute for a good "hard" book.
b) Fiction becomes a guilty pleasure.
Perhaps, the physicists and mathematicians among us ( Von, Shane, Wiggins) will put a word in for the elegance of the mathematical equation, but for me, the supremacy of the book reigns without a rival. As I reflect on the evolution of my thinking as a teen and an adult, inevitably there are many books and a handful of people who leap to mind. Many, many, books and very, very, few people.
As much as I love history, the best reading I have done, in terms of determined, sustained, thought, involved philosophy and economics - Aristotle, Plato, Marx, Adam Smith, John Stuart Mill, Keynes, Galbraith, Von Mises, Von Hayek, Nietzsche, Marcus Aurelius, Ayn Rand, Milton Friedman, Machiaveli, Kuhn -because it trained my mind to accept the discipline of formal logic. Logic is invaluable for a rational mind but wisdom is discerning logic's limitations of functioning within paradigms and that the paradigms themselves are tools for the mind to understand a part of reality; and not one of these paradigms is sufficient to encompass the whole. You have to synthesize, learn, adapt - there is no point at which you " rest" or become complacent with your expertise.
The joy is in the journey and not in the destination.
"I cannot live without books"
- Thomas Jefferson
First, I'd like to thank Dr. Barnett and Dan of tdaxp for the kind remarks and links the past few days. Both men have often provoked me to new thoughts or reconsidered views and it is nice to know that I can return the favor on occasion.
Tom had a post Sunday entitled " Why the grand strategist/visionary needs the discipline of books" that echoed something I've long believed. Something Lexington Green, in his enviably book-lined home, probably would agree with,
a) First, there's really no substitute for a good "hard" book.
b) Fiction becomes a guilty pleasure.
Perhaps, the physicists and mathematicians among us ( Von, Shane, Wiggins) will put a word in for the elegance of the mathematical equation, but for me, the supremacy of the book reigns without a rival. As I reflect on the evolution of my thinking as a teen and an adult, inevitably there are many books and a handful of people who leap to mind. Many, many, books and very, very, few people.
As much as I love history, the best reading I have done, in terms of determined, sustained, thought, involved philosophy and economics - Aristotle, Plato, Marx, Adam Smith, John Stuart Mill, Keynes, Galbraith, Von Mises, Von Hayek, Nietzsche, Marcus Aurelius, Ayn Rand, Milton Friedman, Machiaveli, Kuhn -because it trained my mind to accept the discipline of formal logic. Logic is invaluable for a rational mind but wisdom is discerning logic's limitations of functioning within paradigms and that the paradigms themselves are tools for the mind to understand a part of reality; and not one of these paradigms is sufficient to encompass the whole. You have to synthesize, learn, adapt - there is no point at which you " rest" or become complacent with your expertise.
The joy is in the journey and not in the destination.
Labels: barnett, book, cognition, economics, education, horizontal thinking, personal, philosophy, recommended reading, tdaxp
¶ 9:27 PM 7 comments
Tuesday, July 24, 2007
NEITHER GANDALF NOR HARRY POTTER
My friend Shane Deichman of Enterra and IATGR has jumped with both feet into the blogosphere at The Wizards of Oz. I'd like to welcome Shane to blogging and I encourage you to check out his latest post - "Large Numbers ". An excerpt:
"A famous thought experiment postulates that a monkey, strumming unintelligently on a typewriter for an infinite amount of time, would eventually create all of the works of Shakespeare. Although often attributed to T.H. Huxley, a 19th century English biologist, it is a metaphor used in a 1913 essay by Émile Borel to describe large, random sequences of numbers.
...So let's go back to our monkey. As an undergraduate physics major at Berkeley, one of the first homework problems in my thermodynamics class was a variation of the "infinite monkey theorem": we had to determine the probability of a trillion monkeys, typing randomly without pause at 10 keys per second, to randomly type the words of Hamlet. By assuming Hamlet was comprised of approximately 100,000 characters, and that a typical keyboard has 40 keys (without regard for punctuation or capitalization), the probability of a random string is 1/40 * 1/40 * 1/40 ..., repeated 100,000 times.Since we had a trillion (i.e., 1E12) monkeys typing continuously at 10 keys per second, our solution was that it would likely take 1E1000 years -- in other words, nearly googol (1E100) times the age of our known universe -- before reaching a 50% probability...."
Read Shane's post in full.
While as a society, we are generally aware of the handicaps created by illiteracy, the effects of innumeracy are not well recognized. However, the widespread inability amongst the public to comprehend the significance of large numbers and to weigh the relative importance of probability between variables, negatively effects the ability of the electorate to make informed choices regarding public policy. Or correctly identify economic trends, causation and effect. Or even have a rational discourse on many subjects, leaving the field wide open to demagoguery and magical thinking.
My friend Shane Deichman of Enterra and IATGR has jumped with both feet into the blogosphere at The Wizards of Oz. I'd like to welcome Shane to blogging and I encourage you to check out his latest post - "Large Numbers ". An excerpt:
"A famous thought experiment postulates that a monkey, strumming unintelligently on a typewriter for an infinite amount of time, would eventually create all of the works of Shakespeare. Although often attributed to T.H. Huxley, a 19th century English biologist, it is a metaphor used in a 1913 essay by Émile Borel to describe large, random sequences of numbers.
...So let's go back to our monkey. As an undergraduate physics major at Berkeley, one of the first homework problems in my thermodynamics class was a variation of the "infinite monkey theorem": we had to determine the probability of a trillion monkeys, typing randomly without pause at 10 keys per second, to randomly type the words of Hamlet. By assuming Hamlet was comprised of approximately 100,000 characters, and that a typical keyboard has 40 keys (without regard for punctuation or capitalization), the probability of a random string is 1/40 * 1/40 * 1/40 ..., repeated 100,000 times.Since we had a trillion (i.e., 1E12) monkeys typing continuously at 10 keys per second, our solution was that it would likely take 1E1000 years -- in other words, nearly googol (1E100) times the age of our known universe -- before reaching a 50% probability...."
Read Shane's post in full.
While as a society, we are generally aware of the handicaps created by illiteracy, the effects of innumeracy are not well recognized. However, the widespread inability amongst the public to comprehend the significance of large numbers and to weigh the relative importance of probability between variables, negatively effects the ability of the electorate to make informed choices regarding public policy. Or correctly identify economic trends, causation and effect. Or even have a rational discourse on many subjects, leaving the field wide open to demagoguery and magical thinking.
Labels: blogroll, cognition, innumeracy, shane deichman, wizards of oz
¶ 8:49 AM 2 comments
Saturday, June 30, 2007
TWITTER....TWITTER
At the behest of Critt, I'm now on twitter as a complement to the blog. Sean and Dan are with me so at least I'm not out there shouting into the wind.
I'll give twitter a fair trial. The geek world, of which I claim no membership in due to technical incompetence and sheer lack of time to fully investigate, seems to be very excited about this app ( though not everybody). Rick Klau (previous link) called it "micro blogging" which I think is probably a sustainable, cognitive format for holding attention, moreso than "hey...I'm going to take a shower now" type messages, which would become a tyranny of the mundane once the novelty of using twitter wears off.
We get a mental "charge" or arousal from connectivity with another personwith the social networking aspect but without some kind of interesting content to sustain the connection, our attention is apt to wander.
At the behest of Critt, I'm now on twitter as a complement to the blog. Sean and Dan are with me so at least I'm not out there shouting into the wind.
I'll give twitter a fair trial. The geek world, of which I claim no membership in due to technical incompetence and sheer lack of time to fully investigate, seems to be very excited about this app ( though not everybody). Rick Klau (previous link) called it "micro blogging" which I think is probably a sustainable, cognitive format for holding attention, moreso than "hey...I'm going to take a shower now" type messages, which would become a tyranny of the mundane once the novelty of using twitter wears off.
We get a mental "charge" or arousal from connectivity with another personwith the social networking aspect but without some kind of interesting content to sustain the connection, our attention is apt to wander.
Labels: blogging, cognition, networks, social networks, twitter
¶ 7:35 AM 0 comments
Thursday, June 21, 2007
THINKING STRATEGICALLY ABOUT STRATEGIC THINKING
Art Hutchinson has had a very stimulating series of posts at Mapping Strategy that cover many topics related to strategic thinking and futurism that I cannot let pass without a high recommendation and brief commetary:
1. "Perils of Prediction: The Elusiveness of Certainty and the Value of 'Simulated Hindsight'"
Art lauds Nassim Nicholas Taleb's book, "The Black Swan: The Impact of the Highly Improbable" and discusses using "simulated hindsight" as a cognitive tool. This is not unlike counterfactual history exercises applied to futurism.
2. "sdrawkcaB gniknihT - Mind Game or Creative Lever?"
Art is concentrating here on reverse order thinking exercises which powerfully disrupt our brain's natural preference for automaticity in "learned" activities, forcing a rexamination of assumptions in terms of process, sequence and causation. Art also explains why some folks are more equal than others with this technique.
3. "Thinker or Tinker - In Pursuit of Practical Strategy"
Partly a blog dialogue between Art and Dave Snowden on narrative and scenario strategies and Art's advocacy of modular, interactive scenarios. Art also keys into the creativity/innovation aspect of recognizing and managing possibilities at what in the Medici Effect would be called " intersections".
Excellent.
Art Hutchinson has had a very stimulating series of posts at Mapping Strategy that cover many topics related to strategic thinking and futurism that I cannot let pass without a high recommendation and brief commetary:
1. "Perils of Prediction: The Elusiveness of Certainty and the Value of 'Simulated Hindsight'"
Art lauds Nassim Nicholas Taleb's book, "The Black Swan: The Impact of the Highly Improbable" and discusses using "simulated hindsight" as a cognitive tool. This is not unlike counterfactual history exercises applied to futurism.
2. "sdrawkcaB gniknihT - Mind Game or Creative Lever?"
Art is concentrating here on reverse order thinking exercises which powerfully disrupt our brain's natural preference for automaticity in "learned" activities, forcing a rexamination of assumptions in terms of process, sequence and causation. Art also explains why some folks are more equal than others with this technique.
3. "Thinker or Tinker - In Pursuit of Practical Strategy"
Partly a blog dialogue between Art and Dave Snowden on narrative and scenario strategies and Art's advocacy of modular, interactive scenarios. Art also keys into the creativity/innovation aspect of recognizing and managing possibilities at what in the Medici Effect would be called " intersections".
Excellent.
Labels: art hutchinson, black swans, cognition, creativity, futurism, innovation, insight, strategy, uncertainty
¶ 3:34 PM 0 comments
Thursday, June 14, 2007
ON CREATIVITY IN ORGANIZATIONS
Steve DeAngelis at ERMB recently had an important and thought provoking post that should resonate with anyone who has experienced the imposing conformity of a corporate cubicle. In " The Tension Between Creativity and Efficiency", DeAngelis spotlighted an important area of friction as organizations struggle to adapt to macroeconomic shifts created by globalization and the information revolution. While the focus in Steve's post happened to be corporations, it is a paradigm that applies equally well to public education, the military, intelligence agencies, universities - basically any entity that has a legacy organizational structure from the "mass-man", " second wave" era of industrial mass production and Cold War that was so deeply influenced by Taylorist "scientific management".
Specifically, Steve was looking at an article that detailed the implications for the rate of innovation of Six Sigma type programs. Some excerpts:
"The problem, according to the article, is that the culture created by Six Sigma clashes directly with the culture required for innovation.
"Now his successors face a challenging question: whether the relentless emphasis on efficiency had made 3M a less creative company. That's a vitally important issue for a company whose very identity is built on innovation. After all, 3M is the birthplace of masking tape, Thinsulate, and the Post-it note. It is the invention machine whose methods were consecrated in the influential 1994 best-seller Built to Last by Jim Collins and Jerry I. Porras. But those old hits have become distant memories. It has been a long time since the debut of 3M's last game-changing technology: the multilayered optical films that coat liquid-crystal display screens. At the company that has always prided itself on drawing at least one-third of sales from products released in the past five years, today that fraction has slipped to only one-quarter. Those results are not coincidental. Efficiency programs such as Six Sigma are designed to identify problems in work processes—and then use rigorous measurement to reduce variation and eliminate defects. When these types of initiatives become ingrained in a company's culture, as they did at 3M, creativity can easily get squelched. After all, a breakthrough innovation is something that challenges existing procedures and norms. 'Invention is by its very nature a disorderly process,' says current CEO George Buckley, who has dialed back many of McNerney's initiatives. 'You can't put a Six Sigma process into that area and say, well, I'm getting behind on invention, so I'm going to schedule myself for three good ideas on Wednesday and two on Friday. That's not how creativity works.'"
Does that mean that efficiency and creativity must always be at odds? Can the same company establish efficient processes and foster creativity? The article implies that it may be impossible.
....There are a couple of ways that companies can deal with this conundrum. The first is to separate creative portions of a company from process-oriented portions and apply different rules to the different parts. The second way to deal with the dilemma is to automate processes while leaving the people free to be creative. One of the reasons Enterra Solutions has attracted the interest of big companies is that they see the benefits of relieving people from the drudgeries of routine processes. Not only is process automation efficient and effective, even those who must deal with the rule automation process can be creative in how they approach their job. Six Sigma and Lean Six Sigma approaches can be used to drive automated processes without having to change an entire company's creative culture."
Read Steve's post in full here.
I agree with Steve that Six Sigma philosophy has it's place, particularly in terms of final delivery of a service or good but it is ill-suited for maximizing potential productivity in the sense of generating that which is new. Six Sigma, TQM, ISO 900 and related "zero defects" mentality programs, applied unreasonably and unthinkingly across the board by Jack Welch wannabes, have significant costs. For example:
* The emphasis shifts from finding new opportunities to not making mistakes:
This inculcates a "gotcha" attitude in middle-management and makes employees exceedingly risk-averse, conservative and uncommunicative ( when management is hunting for mistakes that will hurt your career, do you run to the boss with bad news. Or do you keep your head down ?). Moreover, employees don't actually have to "be" productive so much as they need to "appear" productive, relative to the instruments by which their performance will be measured. This analytically reductionist perspective discourages a systemic approach.
* It creates a focus on the present process, not alternative pathways:
Maximizing the present and applying multiple measurement tools for individual performance leaves little time or resources for " unproductive" time for speculation, experimentation or planning. People tack to where their incentives are. Moreover, in the hands of middle-management the measurement tools begin to replace common sense in terms of driving the setting of daily objectives and prioritizing the use of time. Independent thought is strongly discouraged.
Creativity required for innovation requires behavior that is inherently "unproductive". There is an apocryphal story of a woman being led on a tour of the Institute for Advanced Study, who was taken by an office where some old loafer had his feet up on a desk and his eyes were closed, hands serenely behind his head. The woman was indignant until her guide solemnly explained that she " had been privileged to see the great Albert Einstein at work". Creativity requires time to explore new things, time to engage in "free play" with co-workers, unstructured time, in other words. In my experience, allowing this to happen is something that appears to cause members of middle-management a significant degree of intense physical pain.
Organizational creativity requires employees who are both autonomous as well as autotelic, which means that their supervisors must be less "managers" and more " leaders" with a style that emphasizes facilitation, connection, strategic thinking and motivation. A model suitable for flatter, flexible, networked-modular organizations rather than authoritarian hierarchies that implicitly encourages intrinsic motivation to create:
Steve DeAngelis at ERMB recently had an important and thought provoking post that should resonate with anyone who has experienced the imposing conformity of a corporate cubicle. In " The Tension Between Creativity and Efficiency", DeAngelis spotlighted an important area of friction as organizations struggle to adapt to macroeconomic shifts created by globalization and the information revolution. While the focus in Steve's post happened to be corporations, it is a paradigm that applies equally well to public education, the military, intelligence agencies, universities - basically any entity that has a legacy organizational structure from the "mass-man", " second wave" era of industrial mass production and Cold War that was so deeply influenced by Taylorist "scientific management".
Specifically, Steve was looking at an article that detailed the implications for the rate of innovation of Six Sigma type programs. Some excerpts:
"The problem, according to the article, is that the culture created by Six Sigma clashes directly with the culture required for innovation.
"Now his successors face a challenging question: whether the relentless emphasis on efficiency had made 3M a less creative company. That's a vitally important issue for a company whose very identity is built on innovation. After all, 3M is the birthplace of masking tape, Thinsulate, and the Post-it note. It is the invention machine whose methods were consecrated in the influential 1994 best-seller Built to Last by Jim Collins and Jerry I. Porras. But those old hits have become distant memories. It has been a long time since the debut of 3M's last game-changing technology: the multilayered optical films that coat liquid-crystal display screens. At the company that has always prided itself on drawing at least one-third of sales from products released in the past five years, today that fraction has slipped to only one-quarter. Those results are not coincidental. Efficiency programs such as Six Sigma are designed to identify problems in work processes—and then use rigorous measurement to reduce variation and eliminate defects. When these types of initiatives become ingrained in a company's culture, as they did at 3M, creativity can easily get squelched. After all, a breakthrough innovation is something that challenges existing procedures and norms. 'Invention is by its very nature a disorderly process,' says current CEO George Buckley, who has dialed back many of McNerney's initiatives. 'You can't put a Six Sigma process into that area and say, well, I'm getting behind on invention, so I'm going to schedule myself for three good ideas on Wednesday and two on Friday. That's not how creativity works.'"
Does that mean that efficiency and creativity must always be at odds? Can the same company establish efficient processes and foster creativity? The article implies that it may be impossible.
....There are a couple of ways that companies can deal with this conundrum. The first is to separate creative portions of a company from process-oriented portions and apply different rules to the different parts. The second way to deal with the dilemma is to automate processes while leaving the people free to be creative. One of the reasons Enterra Solutions has attracted the interest of big companies is that they see the benefits of relieving people from the drudgeries of routine processes. Not only is process automation efficient and effective, even those who must deal with the rule automation process can be creative in how they approach their job. Six Sigma and Lean Six Sigma approaches can be used to drive automated processes without having to change an entire company's creative culture."
Read Steve's post in full here.
I agree with Steve that Six Sigma philosophy has it's place, particularly in terms of final delivery of a service or good but it is ill-suited for maximizing potential productivity in the sense of generating that which is new. Six Sigma, TQM, ISO 900 and related "zero defects" mentality programs, applied unreasonably and unthinkingly across the board by Jack Welch wannabes, have significant costs. For example:
* The emphasis shifts from finding new opportunities to not making mistakes:
This inculcates a "gotcha" attitude in middle-management and makes employees exceedingly risk-averse, conservative and uncommunicative ( when management is hunting for mistakes that will hurt your career, do you run to the boss with bad news. Or do you keep your head down ?). Moreover, employees don't actually have to "be" productive so much as they need to "appear" productive, relative to the instruments by which their performance will be measured. This analytically reductionist perspective discourages a systemic approach.
* It creates a focus on the present process, not alternative pathways:
Maximizing the present and applying multiple measurement tools for individual performance leaves little time or resources for " unproductive" time for speculation, experimentation or planning. People tack to where their incentives are. Moreover, in the hands of middle-management the measurement tools begin to replace common sense in terms of driving the setting of daily objectives and prioritizing the use of time. Independent thought is strongly discouraged.
Creativity required for innovation requires behavior that is inherently "unproductive". There is an apocryphal story of a woman being led on a tour of the Institute for Advanced Study, who was taken by an office where some old loafer had his feet up on a desk and his eyes were closed, hands serenely behind his head. The woman was indignant until her guide solemnly explained that she " had been privileged to see the great Albert Einstein at work". Creativity requires time to explore new things, time to engage in "free play" with co-workers, unstructured time, in other words. In my experience, allowing this to happen is something that appears to cause members of middle-management a significant degree of intense physical pain.
Organizational creativity requires employees who are both autonomous as well as autotelic, which means that their supervisors must be less "managers" and more " leaders" with a style that emphasizes facilitation, connection, strategic thinking and motivation. A model suitable for flatter, flexible, networked-modular organizations rather than authoritarian hierarchies that implicitly encourages intrinsic motivation to create:
Labels: cognition, corporations, creativity, deangelis, ermb, organizations, six sigma, slideshare, society, taylorism
¶ 8:09 PM 9 comments
Wednesday, May 23, 2007
INTELLIGENCE, PUZZLES AND MYSTERIES
Gregory F. Treverton writing in the latest issue of The Smithsonian:
"Risks and Riddles"
"During the cold war, much of the job of U.S. intelligence was puzzle-solving—seeking answers to questions that had answers, even if we didn't know them. How many missiles did the Soviet Union have? Where were they located? How far could they travel? How accurate were they? It made sense to approach the military strength of the Soviet Union as a puzzle—the sum of its units and weapons, and their quality. But the collapse of the Soviet Union and the rise of terrorism changed all that. Those events upended U.S. intelligence, to the point that its major challenge now is to frame mysteries....
....Puzzle-solving is frustrated by a lack of information. Given Washington's need to find out how many warheads Moscow's missiles carried, the United States spent billions of dollars on satellites and other data-collection systems. But puzzles are relatively stable. If a critical piece is missing one day, it usually remains valuable the next.
By contrast, mysteries often grow out of too much information. Until the 9/11 hijackers actually boarded their airplanes, their plan was a mystery, the clues to which were buried in too much "noise"—too many threat scenarios. So warnings from FBI agents in Minneapolis and Phoenix went unexplored. The hijackers were able to hide in plain sight. After the attacks, they became a puzzle: it was easy to pick up their trail. Solving puzzles is useful for detection. But framing mysteries is necessary for prevention. "
This article, though written for a general audience, struck a number of chords with me. Specifically:
* "Noise" is an important consideration in an era of attention scarcity economies. Eliciting a surge in " white noise" by unrelated third parties ( say disinformation that sends pro-lifers off on a media campaign and in turn, energizers their pro-choice enemies to respond, diverting the attention of the general public to "X" degree) is useful camoflague. Purpleslog had a deservedly well-received post at Dreaming 5GW on " the Puppetmaster" as a "5GW Archetype". Such a mentality would cultivate media noise the way the KGB once set up and subsidized endless Communist front groups in the West.
* Uncertainty is relative. Some "mysteries" are more decipherable with a change of perspective, scale or temporal framework; others represent questions of deep uncertainty. Imaginative scenario planning exercises can help pattern recognizers familiarize themselves with latent possibilities ( Neo-Eurasianism ? Pan-Turanism ? A derivatives-driven implosion of globalization? Eco-extremist bioterrorists longing for planetary genocide?).
We need radical thought experimentation.
UPDATE:
IT security expert Gunnar Peterson has already covered this base well but from a different angle:
"Vulnerability Puzzles and Mysterious Threats"
"Risk differs from uncertainty in that risk may be measured and managed whereas uncertainty may not. Risk management efforts hinge on this important distinction because it highlights differences where a team may be more proactive. For instance, many vulnerabilities are known, hence they may be measured and managed whereas the threats to a systems contain a greater degree of uncertainty in that the threat environment contains numerous elements such as threat actors that one’s organization can not directly control."
Gregory F. Treverton writing in the latest issue of The Smithsonian:
"Risks and Riddles"
"During the cold war, much of the job of U.S. intelligence was puzzle-solving—seeking answers to questions that had answers, even if we didn't know them. How many missiles did the Soviet Union have? Where were they located? How far could they travel? How accurate were they? It made sense to approach the military strength of the Soviet Union as a puzzle—the sum of its units and weapons, and their quality. But the collapse of the Soviet Union and the rise of terrorism changed all that. Those events upended U.S. intelligence, to the point that its major challenge now is to frame mysteries....
....Puzzle-solving is frustrated by a lack of information. Given Washington's need to find out how many warheads Moscow's missiles carried, the United States spent billions of dollars on satellites and other data-collection systems. But puzzles are relatively stable. If a critical piece is missing one day, it usually remains valuable the next.
By contrast, mysteries often grow out of too much information. Until the 9/11 hijackers actually boarded their airplanes, their plan was a mystery, the clues to which were buried in too much "noise"—too many threat scenarios. So warnings from FBI agents in Minneapolis and Phoenix went unexplored. The hijackers were able to hide in plain sight. After the attacks, they became a puzzle: it was easy to pick up their trail. Solving puzzles is useful for detection. But framing mysteries is necessary for prevention. "
This article, though written for a general audience, struck a number of chords with me. Specifically:
* "Noise" is an important consideration in an era of attention scarcity economies. Eliciting a surge in " white noise" by unrelated third parties ( say disinformation that sends pro-lifers off on a media campaign and in turn, energizers their pro-choice enemies to respond, diverting the attention of the general public to "X" degree) is useful camoflague. Purpleslog had a deservedly well-received post at Dreaming 5GW on " the Puppetmaster" as a "5GW Archetype". Such a mentality would cultivate media noise the way the KGB once set up and subsidized endless Communist front groups in the West.
* Uncertainty is relative. Some "mysteries" are more decipherable with a change of perspective, scale or temporal framework; others represent questions of deep uncertainty. Imaginative scenario planning exercises can help pattern recognizers familiarize themselves with latent possibilities ( Neo-Eurasianism ? Pan-Turanism ? A derivatives-driven implosion of globalization? Eco-extremist bioterrorists longing for planetary genocide?).
We need radical thought experimentation.
UPDATE:
IT security expert Gunnar Peterson has already covered this base well but from a different angle:
"Vulnerability Puzzles and Mysterious Threats"
"Risk differs from uncertainty in that risk may be measured and managed whereas uncertainty may not. Risk management efforts hinge on this important distinction because it highlights differences where a team may be more proactive. For instance, many vulnerabilities are known, hence they may be measured and managed whereas the threats to a systems contain a greater degree of uncertainty in that the threat environment contains numerous elements such as threat actors that one’s organization can not directly control."
Labels: 5GW, analytic, cognition, Ic dreaming 5gw, intelligence, theory, uncertainty
¶ 9:15 PM 3 comments
Friday, May 04, 2007
DOES THE IC NEED TO FIND THE "TEACHABLE MOMENTS"?
From Kent's Imperative:
" The potential implications of this study are of interest not only to those that must manage the effective instruction and mentoring of the next generation of analysts and officers, but there are tantalizing suggestions that similar dynamics may be at work when finding a successful briefer. Given that most decision-makers tend to be more extroverted, and outcomes oriented, the tendency of these individuals to rely more heavily on rapid conclusions drawn from initial thin slice impressions weighed against their own knowledge and experiences, is likely to be even more pronounced than the average student."
Educators have a concept among themselves, known as " the teachable moment" that is somewhat difficult for most outsiders to grasp (though sucessful salesmen, preachers, orators and litigators may recognize it). There is a particular place in time when a presenter of memes and the entirety of the audience to which they speak can meet and, for an instant, merge. Perhaps an accurate descriptor might be " synchronized cognition". In any event, like a wave, where there had once been darkness there is light; where ignorance had ruled, suddenly, insight reigns transcendent.
These moments are rare though accomplished instructors have a record of igniting them. Some became legendary life-influencers. Carroll Quiqley's lectures at Georgetown on the nature and historical legacy of Platonic philosophy, the classroom antics of uber-physicist Richard Feynman , Chicago philosopher Allan Bloom's master-mentoring of his students all were directed to a larger point and yielded ripples of effect far beyond their classrooms that have outlived these scholars themselves.
The IC is of course, not quite the same thing as an academic setting but the cognitive aspect is not unrelated and the stakes are far higher as briefers deal with top level policy maker "customers" who themselves, often, have an impressive store of experience and analytical capabilities of their own ( and very little time available to engage with the briefer). It was probably a fairly nerve-wracking experience for a CIA analyst to have to brief Secretary of State George Schultz with unwelcome news. Or a Zbigniew Brzezinski or any number the more formidible personalities of the Cold War era. Yet at times, briefs created historical tipping points such as the NIE that predicted a Soviet invasion of Afghanistan, IMINT analysis of U-2's flying over Cuba and most famously, George Kennan's "Long Telegram" which was less a diplomatic cable than an analytical tour de force by the leading Soviet expert of the Foreign Service.
Briefing has it's teaching aspects and if briefs of unimpeachably solid intelligence are not creating the impact that the substance merits, then it might be time to study techniques of delivery instead of writing off poor results and a lack of influence to "politics" alone.
From Kent's Imperative:
" The potential implications of this study are of interest not only to those that must manage the effective instruction and mentoring of the next generation of analysts and officers, but there are tantalizing suggestions that similar dynamics may be at work when finding a successful briefer. Given that most decision-makers tend to be more extroverted, and outcomes oriented, the tendency of these individuals to rely more heavily on rapid conclusions drawn from initial thin slice impressions weighed against their own knowledge and experiences, is likely to be even more pronounced than the average student."
Educators have a concept among themselves, known as " the teachable moment" that is somewhat difficult for most outsiders to grasp (though sucessful salesmen, preachers, orators and litigators may recognize it). There is a particular place in time when a presenter of memes and the entirety of the audience to which they speak can meet and, for an instant, merge. Perhaps an accurate descriptor might be " synchronized cognition". In any event, like a wave, where there had once been darkness there is light; where ignorance had ruled, suddenly, insight reigns transcendent.
These moments are rare though accomplished instructors have a record of igniting them. Some became legendary life-influencers. Carroll Quiqley's lectures at Georgetown on the nature and historical legacy of Platonic philosophy, the classroom antics of uber-physicist Richard Feynman , Chicago philosopher Allan Bloom's master-mentoring of his students all were directed to a larger point and yielded ripples of effect far beyond their classrooms that have outlived these scholars themselves.
The IC is of course, not quite the same thing as an academic setting but the cognitive aspect is not unrelated and the stakes are far higher as briefers deal with top level policy maker "customers" who themselves, often, have an impressive store of experience and analytical capabilities of their own ( and very little time available to engage with the briefer). It was probably a fairly nerve-wracking experience for a CIA analyst to have to brief Secretary of State George Schultz with unwelcome news. Or a Zbigniew Brzezinski or any number the more formidible personalities of the Cold War era. Yet at times, briefs created historical tipping points such as the NIE that predicted a Soviet invasion of Afghanistan, IMINT analysis of U-2's flying over Cuba and most famously, George Kennan's "Long Telegram" which was less a diplomatic cable than an analytical tour de force by the leading Soviet expert of the Foreign Service.
Briefing has it's teaching aspects and if briefs of unimpeachably solid intelligence are not creating the impact that the substance merits, then it might be time to study techniques of delivery instead of writing off poor results and a lack of influence to "politics" alone.
Labels: academia, analytic, CIA, cognition, cold war, consilience, history, IC, intelligence, kent's imperative, teaching
¶ 7:47 PM 0 comments
Monday, April 02, 2007
FEEDBACK ON WISE AND STUPID CROWDS
Dr.Von took the time from his busy schedule to send me a comment on my post on WISE AND STUPID CROWDS, CREATIVITY AND THE IC:
"I tend to believe that many are falling into the usual trappings we humans are prone to do. The concept of 'Groupthink' has its positive features, but I fear it does hamper creativity. It often takes revolutionary thinkers, who are largely isolated from the establisment, to go against mainstream beliefs to get at deeper truth and innovation in thought. It was to Einstein's advantage that he was isolated from the bias of academia at the turn of the last century, so he could reach the conclusion that Newtonian physics had limits and the world worked in very different ways than what the 'Group' thought. We will always need that individual freedom working in parallel with the Group. Creativity and innovation can come from either branch, so we cannot fall into a phase of 'all group, all the time,' as some might be suggesting. It reminds me a lot of how we need both pure and applied science, and both horizonta l/vertical thinking. This relates to some thoughts about intellectual absolutism that have always bothered me...it won't help us figure out the complex systems and problems we are dealing with."
I agree both specifically to the point regarding revolutionary thinkers coming from outside the mainstream as well as for the general philosophy of accepting the paradox of opposing ends of spectrums in order to gain comprehension.
My qualification to Von's comment is that the isolation he cites here is of an intermediate variety; Newton was a social misfit but was still connected to the formal academic world. Freud and Einstein, contemporaries, were initially marginalized in their fields prior to their respective breakthroughs due to their dissatisfaction with prevailing orthodoxies ( Newtonian physics and physiologically based psychology) as well as their status as Jews in conservative, Catholic, Imperial Austria-Hungary. Brilliant outlier figures who well understood the premises of their fields and found them inadequate, rather than hermits or dilettantes.
ADDENDUM:
If you live North of Chicago or have an interest in education, Dr. Von is being the good citizen and is running for his local school board. Aside from his past scientific work at Fermilab, Von's experience in innovative educational programs, such as Project Excite, which is supported in part by Northwestern University, is both extensive and impressive. He could use your support and feedback, if you are so inclined, here is his site.
Dr.Von took the time from his busy schedule to send me a comment on my post on WISE AND STUPID CROWDS, CREATIVITY AND THE IC:
"I tend to believe that many are falling into the usual trappings we humans are prone to do. The concept of 'Groupthink' has its positive features, but I fear it does hamper creativity. It often takes revolutionary thinkers, who are largely isolated from the establisment, to go against mainstream beliefs to get at deeper truth and innovation in thought. It was to Einstein's advantage that he was isolated from the bias of academia at the turn of the last century, so he could reach the conclusion that Newtonian physics had limits and the world worked in very different ways than what the 'Group' thought. We will always need that individual freedom working in parallel with the Group. Creativity and innovation can come from either branch, so we cannot fall into a phase of 'all group, all the time,' as some might be suggesting. It reminds me a lot of how we need both pure and applied science, and both horizonta l/vertical thinking. This relates to some thoughts about intellectual absolutism that have always bothered me...it won't help us figure out the complex systems and problems we are dealing with."
I agree both specifically to the point regarding revolutionary thinkers coming from outside the mainstream as well as for the general philosophy of accepting the paradox of opposing ends of spectrums in order to gain comprehension.
My qualification to Von's comment is that the isolation he cites here is of an intermediate variety; Newton was a social misfit but was still connected to the formal academic world. Freud and Einstein, contemporaries, were initially marginalized in their fields prior to their respective breakthroughs due to their dissatisfaction with prevailing orthodoxies ( Newtonian physics and physiologically based psychology) as well as their status as Jews in conservative, Catholic, Imperial Austria-Hungary. Brilliant outlier figures who well understood the premises of their fields and found them inadequate, rather than hermits or dilettantes.
ADDENDUM:
If you live North of Chicago or have an interest in education, Dr. Von is being the good citizen and is running for his local school board. Aside from his past scientific work at Fermilab, Von's experience in innovative educational programs, such as Project Excite, which is supported in part by Northwestern University, is both extensive and impressive. He could use your support and feedback, if you are so inclined, here is his site.
Labels: cognition, creativity, public school, reader response, von
¶ 6:51 PM 1 comments
AN INTERESTING LITTLE BLOG
I found "Human Systems Design" in my sitemeter today because the blogger linked to my original horizontal thinking/understanding cognition post. Looks like a smoothly executed site that focuses on many of the same subjects that interest readers here.
ADDENDUM:
While I'm at it, look at this flickr image post at The Complexity and Social Networks Blog.
I found "Human Systems Design" in my sitemeter today because the blogger linked to my original horizontal thinking/understanding cognition post. Looks like a smoothly executed site that focuses on many of the same subjects that interest readers here.
ADDENDUM:
While I'm at it, look at this flickr image post at The Complexity and Social Networks Blog.
Labels: cognition, complexity, flickr, HSD
¶ 6:30 PM 0 comments
Wednesday, March 07, 2007
SOME NEUROCOGNITIVE IMPLICATIONS FOR NATION-BUILDING
Perhaps my favorite entirely apolitical blog is The Eide Neurolearning Blog run by the Drs. Brock and Fernette Eide, two physicians who specialize in brain research and its implications for educating children. With great regularity I find information there that either is of use to me professionally or has wider societal importance.
On Monday, the Eides posted "The Thinking Spot" which adds to the existing mountain of evidence regarding the role of the maturing prefrontal cortex in developing the capacity for higher order thinking that does not quite come to fruition until the early to mid-twenties but may begin as early as preadolescence. The Eides write, regarding the PDF studies cited:
"Rule-based learning has a developmental course (no big surprise), but what is a little surprising is the degree to which 12 year olds lag young adults in tests requiring them to make new rules."
Consider that U.S. or Western intervention in Gap states, or alternatively, internal political reform movements like the " Color Revolutions", are essentially political efforts in forcing a " Rule-set reset" on a dysfunctional society or failed state. If one prefers classic Lockean descriptors, rewriting the social contract to "create a more perfect union".
Most, though not all, of the nations in which state failure threatens are also demographically undergoing a " youth bulge". In Iran for example, 66-70 % of the population is under 30 years of age with the "fattest" part of the population curve being aged between 10 and 20. Indeed, it is the poorest nations that tend to be the youngest. To quote a UN report:
"-- Countries where fertility remains high and has declined only moderately will experience the slowest population ageing. By 2050, about 1 in 5 countries is still projected to have a median age under 30 years. The youngest populations
will be found in least developed countries, 11 of which are projected to have median ages at or below 23 years in 2050, including Angola, Burundi, Chad, Democratic Republic of the Congo, Equatorial Guinea, Guinea-Bissau, Liberia, Niger and Uganda."
What I infer from this data and the Neurolearning Blog post is that the most favorable time for any effort, external or indigenous, to engage in a positive restructuring of a nation's societal rule-sets may be when a given country's youth bulge hits their early twenties. A narrow window of time when the most physically vigorous and largest section of the population has reached mental maturity in terms of accepting, comprehending and processing abstractions yet are most open to new ideas and desirous of a productive future for themselves.
This is of course a two edged sword. Youthful populations that feel alienated and stymied tend to be restive, even revolutionary. 1968 was not just a year that saw tumultuous baby boomers in American streets but also the chaos of Cultural Revolution in China, the Prague Spring, riots in Paris, the rise of Marxist terrorism in Latin America, Germany and Italy and barely preceded an upsurge in PLO terrorism. Today, while Europe and China are rapidly graying and the U.S. is holding relatively steady, much of the world is very young
I suggest that we are not long for an era of great opportunities and great upheavals.
Cross posted to Chicago Boyz
Perhaps my favorite entirely apolitical blog is The Eide Neurolearning Blog run by the Drs. Brock and Fernette Eide, two physicians who specialize in brain research and its implications for educating children. With great regularity I find information there that either is of use to me professionally or has wider societal importance.
On Monday, the Eides posted "The Thinking Spot" which adds to the existing mountain of evidence regarding the role of the maturing prefrontal cortex in developing the capacity for higher order thinking that does not quite come to fruition until the early to mid-twenties but may begin as early as preadolescence. The Eides write, regarding the PDF studies cited:
"Rule-based learning has a developmental course (no big surprise), but what is a little surprising is the degree to which 12 year olds lag young adults in tests requiring them to make new rules."
Consider that U.S. or Western intervention in Gap states, or alternatively, internal political reform movements like the " Color Revolutions", are essentially political efforts in forcing a " Rule-set reset" on a dysfunctional society or failed state. If one prefers classic Lockean descriptors, rewriting the social contract to "create a more perfect union".
Most, though not all, of the nations in which state failure threatens are also demographically undergoing a " youth bulge". In Iran for example, 66-70 % of the population is under 30 years of age with the "fattest" part of the population curve being aged between 10 and 20. Indeed, it is the poorest nations that tend to be the youngest. To quote a UN report:
"-- Countries where fertility remains high and has declined only moderately will experience the slowest population ageing. By 2050, about 1 in 5 countries is still projected to have a median age under 30 years. The youngest populations
will be found in least developed countries, 11 of which are projected to have median ages at or below 23 years in 2050, including Angola, Burundi, Chad, Democratic Republic of the Congo, Equatorial Guinea, Guinea-Bissau, Liberia, Niger and Uganda."
What I infer from this data and the Neurolearning Blog post is that the most favorable time for any effort, external or indigenous, to engage in a positive restructuring of a nation's societal rule-sets may be when a given country's youth bulge hits their early twenties. A narrow window of time when the most physically vigorous and largest section of the population has reached mental maturity in terms of accepting, comprehending and processing abstractions yet are most open to new ideas and desirous of a productive future for themselves.
This is of course a two edged sword. Youthful populations that feel alienated and stymied tend to be restive, even revolutionary. 1968 was not just a year that saw tumultuous baby boomers in American streets but also the chaos of Cultural Revolution in China, the Prague Spring, riots in Paris, the rise of Marxist terrorism in Latin America, Germany and Italy and barely preceded an upsurge in PLO terrorism. Today, while Europe and China are rapidly graying and the U.S. is holding relatively steady, much of the world is very young
I suggest that we are not long for an era of great opportunities and great upheavals.
Cross posted to Chicago Boyz
Labels: barnett, cognition, eide, futurism, geopolitics, history, revolution, rule-sets
¶ 7:53 PM 2 comments
Monday, March 05, 2007
WHY SCHOOLS KILL CREATIVITY - BUT THEY DON'T HAVE TO
I watched this highly enjoyable TED presentation by Sir Ken Robinson at Dr. Florida's Creative Class blog. Robinson has a solid critique that he delivers with gentle humor
Reproducing my comments at Creative Class, Creativity, in my humble opinion comes in several variants - generative insight, synthesis, tweaking/tinkering and the collective, stochastic/stigmergic, version of tweaking you see in open-source and/or market based "accumulated wisdom" forms of cultural evolution. They are not all the same thing nor do they, in my very limited experience of reviewing studies, look the same in MRI brain studies of cognitive tasks
Public education is not currently designed to promote any of these forms of creativity, though some instructors do. Instead the cognitive emphasis is on recall and at best, application and analysis. Certainly useful thinking skills but not the only ones students should have in their kit.
The good news is that these forms of creativity are not that hard to teach students to practice but the incentives to do so aren't there for teachers or professors. With the former group, NCLB pressure mitigates against doing so; with the latter, the publish or perish ethic makes teaching itself an irrelevance at worst and a minor positive at best.
I watched this highly enjoyable TED presentation by Sir Ken Robinson at Dr. Florida's Creative Class blog. Robinson has a solid critique that he delivers with gentle humor
Reproducing my comments at Creative Class, Creativity, in my humble opinion comes in several variants - generative insight, synthesis, tweaking/tinkering and the collective, stochastic/stigmergic, version of tweaking you see in open-source and/or market based "accumulated wisdom" forms of cultural evolution. They are not all the same thing nor do they, in my very limited experience of reviewing studies, look the same in MRI brain studies of cognitive tasks
Public education is not currently designed to promote any of these forms of creativity, though some instructors do. Instead the cognitive emphasis is on recall and at best, application and analysis. Certainly useful thinking skills but not the only ones students should have in their kit.
The good news is that these forms of creativity are not that hard to teach students to practice but the incentives to do so aren't there for teachers or professors. With the former group, NCLB pressure mitigates against doing so; with the latter, the publish or perish ethic makes teaching itself an irrelevance at worst and a minor positive at best.
Labels: cognition, creativity, education, ken robinson, public school, richard florida
¶ 6:42 PM 0 comments
Friday, February 16, 2007
INFORMATION VELOCITY: KNOWLEDGE OPPORTUNITIES OR WHITE NOISE?
Dave Davison at Thoughts Illustrated posted on Linda Stone, who was featured in the HBR List:Breakthrough Ideas 2007 ( which I picked up from Steve at ERMB) Dave wrote:
"Idea #7 a description by Linda Stone of her extremely apt phrase for our chaotic times: "Continuous Partial Attention (CPA)" .
I think Linda's phrase ranks right up there with Information Anxiety and Future Shock in drawing our attention to how technology is creating a condition I call "too much stuff - too little time" which gets worse as the dilemma of information overload and attention scarcity continues unabated.
Here's an abstract of Linda's concept of CPA
"This constant checking of handheld electronic devices has become epidemic, and it illustrates what I call 'continuous partial attention.' Although continuous partial attention appears to mimic that much discussed behavior, multitasking, it springs from a different impulse. When we multitask, we are trying to be more productive and more efficient, giving equal priority to all the things we do—simultaneously filing or copying papers, talking on the phone, eating lunch, and so forth. Multitasking rarely requires much cognitive processing, because the tasks involved are fairly automatic. Continuous partial attention, by contrast, involves constantly scanning for opportunities and staying on top of contacts, events, and activities in an effort to miss nothing. It’s an adaptive behavior that has emerged over the past two decades, in stride with Web-based and mobile computing, and it connects us to a galaxy of possibilities all day every day. The assumption behind the behavior is that personal bandwidth can match the endless bandwidth technology offers."
Stone argues that personal bandwidth is not up to the task and, as a result, a backlash to continuous partial attention has already started. She also worries that information overload will burn people out much more quickly as they strain to keep up with an increasing number of information sources all screaming for attention. "
It occured to me from Stone's use of the term "scanning" that "continuous partial attention" is a behavior that probably has a strong evolutionary base as it would offer obvious survival advantages to early humans who manifested that kind of alert and reactive perception to minor changes in the immediate environment. A behavior that can be relaxed when we are in locales where our need for safety and security are relatively assured norms.
Scanning for information in Continuous Partial attention increases the velocity of information flow to the brain and we would be constantly assessing the value of the given information in terms of "spending" our attention by increasing our focused concentration and going "deeper". Judiciously practiced, continuous partial attention would yield certain efficiencies in terms of time saved and increased probablity for generating bursts of insight. These would be moments where real learning could potentially take place, opportunities to acquire or, add to, useful knowledge.
The ability to assess information while it is in a dynamic state of flow would appear to be critical. Without that cognitive function establishing the moment for increased attention (and screening out the less valuable flows, the partial attention would come to resemble "white noise" where jumbles of data would represent a stressful, chaotic, environment in which thinking would be more difficult.
Dave is pointing to the development of visualization tools to help bring analytic order to a CPA state. It may be that some day, instead of scrolling through readers or meta-aggregators, we might have montages that we can view and then decide to click an image to read a particular post out of hundreds in just a a second or two; or symbolic ordering systems to classify new posts and articles according to our own criteria. A "visualization before reading" format.
Possibilities abound.
RELATED LINKS:
The Attention Economy And The Net
The Value of Openess in an Attention Economy
Attention Economy
John Hagel
A desktop reference for all visualizers : the Periodic Table of Visualization Methods -Dave Davison
Visual Literacy.org
Dave Davison at Thoughts Illustrated posted on Linda Stone, who was featured in the HBR List:Breakthrough Ideas 2007 ( which I picked up from Steve at ERMB) Dave wrote:
"Idea #7 a description by Linda Stone of her extremely apt phrase for our chaotic times: "Continuous Partial Attention (CPA)" .
I think Linda's phrase ranks right up there with Information Anxiety and Future Shock in drawing our attention to how technology is creating a condition I call "too much stuff - too little time" which gets worse as the dilemma of information overload and attention scarcity continues unabated.
Here's an abstract of Linda's concept of CPA
"This constant checking of handheld electronic devices has become epidemic, and it illustrates what I call 'continuous partial attention.' Although continuous partial attention appears to mimic that much discussed behavior, multitasking, it springs from a different impulse. When we multitask, we are trying to be more productive and more efficient, giving equal priority to all the things we do—simultaneously filing or copying papers, talking on the phone, eating lunch, and so forth. Multitasking rarely requires much cognitive processing, because the tasks involved are fairly automatic. Continuous partial attention, by contrast, involves constantly scanning for opportunities and staying on top of contacts, events, and activities in an effort to miss nothing. It’s an adaptive behavior that has emerged over the past two decades, in stride with Web-based and mobile computing, and it connects us to a galaxy of possibilities all day every day. The assumption behind the behavior is that personal bandwidth can match the endless bandwidth technology offers."
Stone argues that personal bandwidth is not up to the task and, as a result, a backlash to continuous partial attention has already started. She also worries that information overload will burn people out much more quickly as they strain to keep up with an increasing number of information sources all screaming for attention. "
It occured to me from Stone's use of the term "scanning" that "continuous partial attention" is a behavior that probably has a strong evolutionary base as it would offer obvious survival advantages to early humans who manifested that kind of alert and reactive perception to minor changes in the immediate environment. A behavior that can be relaxed when we are in locales where our need for safety and security are relatively assured norms.
Scanning for information in Continuous Partial attention increases the velocity of information flow to the brain and we would be constantly assessing the value of the given information in terms of "spending" our attention by increasing our focused concentration and going "deeper". Judiciously practiced, continuous partial attention would yield certain efficiencies in terms of time saved and increased probablity for generating bursts of insight. These would be moments where real learning could potentially take place, opportunities to acquire or, add to, useful knowledge.
The ability to assess information while it is in a dynamic state of flow would appear to be critical. Without that cognitive function establishing the moment for increased attention (and screening out the less valuable flows, the partial attention would come to resemble "white noise" where jumbles of data would represent a stressful, chaotic, environment in which thinking would be more difficult.
Dave is pointing to the development of visualization tools to help bring analytic order to a CPA state. It may be that some day, instead of scrolling through readers or meta-aggregators, we might have montages that we can view and then decide to click an image to read a particular post out of hundreds in just a a second or two; or symbolic ordering systems to classify new posts and articles according to our own criteria. A "visualization before reading" format.
Possibilities abound.
RELATED LINKS:
The Attention Economy And The Net
The Value of Openess in an Attention Economy
Attention Economy
John Hagel
A desktop reference for all visualizers : the Periodic Table of Visualization Methods -Dave Davison
Visual Literacy.org
INTELLIGENCE AND INTELLIGENCES - Zenpundit
Attention vs. Meaning - Dave DavisonLabels: attention, cognition, davison, ideas, insight, theory, thoughts illustrated, visualization
¶ 2:18 PM 1 comments
Wednesday, February 14, 2007
ON BIAS AND THINKING
I'd like to juxtapose a couple of interesting posts that I have read this week that have bearing on how we select information that subsequently shapes our thoughts.
At Complexity and Social Networks Blog, Maria Binz-Scharf asks "How does the way we process information relate to how we search for it?". A key excerpt:
"Some days ago I attended a talk on human information processing by Thomas Mussweiler from the University of Cologne who spoke at the Columbia Business School. Mussweiler and colleagues conducted an impressive number of experiments on the mechanisms and influences of individual information processing. A simple example would be to ask you to determine your best athletic performance. You have two basic options: 1) You think of every single athletic moment in your life, i.e. you engage in absolute information processing, or 2) you compare what you recollect as some of your best performances to a given standard, e.g. a famous athlete’s performance (or a famous couch potato’s performance). Not surprisingly it turns out that comparison allows to process information in a more efficient manner.
Mussweiler went on to talk about various factors that influence the comparisons we make, most importantly the standards we employ for comparing information. His experiments used a technique called “priming” to activate certain standards – for example, subjects were asked to judge a trait in a person. The result shows that priming a trait concept (such as aggressiveness) will induce the subject to judge the target person according to that trait. In other words, once activated, standards are spontaneously compared to the target person."
This is very interesting. "Priming" would be an efficiency mechanism for rapid mental screening of a large number of things. It is also a "bias mechanism" that would strongly predispose you to see some evidence of what pattern you are looking for, even if it does not exist. It would be very much like the " Framing" of George Lakoff in its effect.
How to deal with that effect, our own unintentional biases or being targeted by zealous Lakoffian framers ? Metacognition might be a helpful technique, as suggested in the post "Strategic Learning: Metacognition and Metamemory" at The Eide Neurolearning Blog . The Drs. Edie write:
"High level strategic learning often requires constant self-regulation and error monitoring strategies, metacognition (thinking about the thought processes), sometimes specific memory techniques (metamemory or conscious thinking about memory)."
Such self-regulative monitoring provides a mental check against racing ahead with a dubious but attractive premise. It would also tend to derail the the likelihood of the amygdala becoming overly engaged in the heat of the argument and turning us into red-faced, sputtering, arm-waving, buffoons with a surge of emotionality.
Cross-posted to Chicago Boyz
I'd like to juxtapose a couple of interesting posts that I have read this week that have bearing on how we select information that subsequently shapes our thoughts.
At Complexity and Social Networks Blog, Maria Binz-Scharf asks "How does the way we process information relate to how we search for it?". A key excerpt:
"Some days ago I attended a talk on human information processing by Thomas Mussweiler from the University of Cologne who spoke at the Columbia Business School. Mussweiler and colleagues conducted an impressive number of experiments on the mechanisms and influences of individual information processing. A simple example would be to ask you to determine your best athletic performance. You have two basic options: 1) You think of every single athletic moment in your life, i.e. you engage in absolute information processing, or 2) you compare what you recollect as some of your best performances to a given standard, e.g. a famous athlete’s performance (or a famous couch potato’s performance). Not surprisingly it turns out that comparison allows to process information in a more efficient manner.
Mussweiler went on to talk about various factors that influence the comparisons we make, most importantly the standards we employ for comparing information. His experiments used a technique called “priming” to activate certain standards – for example, subjects were asked to judge a trait in a person. The result shows that priming a trait concept (such as aggressiveness) will induce the subject to judge the target person according to that trait. In other words, once activated, standards are spontaneously compared to the target person."
This is very interesting. "Priming" would be an efficiency mechanism for rapid mental screening of a large number of things. It is also a "bias mechanism" that would strongly predispose you to see some evidence of what pattern you are looking for, even if it does not exist. It would be very much like the " Framing" of George Lakoff in its effect.
How to deal with that effect, our own unintentional biases or being targeted by zealous Lakoffian framers ? Metacognition might be a helpful technique, as suggested in the post "Strategic Learning: Metacognition and Metamemory" at The Eide Neurolearning Blog . The Drs. Edie write:
"High level strategic learning often requires constant self-regulation and error monitoring strategies, metacognition (thinking about the thought processes), sometimes specific memory techniques (metamemory or conscious thinking about memory)."
Such self-regulative monitoring provides a mental check against racing ahead with a dubious but attractive premise. It would also tend to derail the the likelihood of the amygdala becoming overly engaged in the heat of the argument and turning us into red-faced, sputtering, arm-waving, buffoons with a surge of emotionality.
Cross-posted to Chicago Boyz
Labels: bias, binz-scharf, cognition, eide, emotion, framing, horizontal thinking, intelligence, priming
¶ 7:47 PM 4 comments
