Can you elaborate on this? As far as I can tell, laziness is definitely a barrier to thinking about thinking. For example, if I wanted to teach a group of students about a cognitive bias, they would have to do some reading about it or at the very least listen to a presentation or lecture. But a great deal of students simply don’t want to put forward the effort to read a passage or listen to a lecture, and would rather just sit there and stare at their desks.
(This is not idle speculation—in early 2010, when I was in high school, I read Cognitive Biases Potentially Affecting Judgment of Global Risks and was so amazed by the material that I taught a ten-minute lecture on it to a 12th grade history class and three 9th grade biology classes as an extra-credit project. When I talked to people afterward to get feedback, what shocked me the most was how many people were only idly listening and not thinking about what they heard.)
For example, if I wanted to teach a group of students about a cognitive bias, they would have to do some reading about it or at the very least listen to a presentation or lecture.
I’m thinking that there is probably a way to get them to gamble and lose money (grades?) for employing a bad heuristc (best), or having those who think most clearly make the most money.
I third it, I just don’t think that’s much of a barrier to getting them to think.
Can you elaborate on this? As far as I can tell, laziness is definitely a barrier to thinking about thinking. For example, if I wanted to teach a group of students about a cognitive bias, they would have to do some reading about it or at the very least listen to a presentation or lecture. But a great deal of students simply don’t want to put forward the effort to read a passage or listen to a lecture, and would rather just sit there and stare at their desks.
(This is not idle speculation—in early 2010, when I was in high school, I read Cognitive Biases Potentially Affecting Judgment of Global Risks and was so amazed by the material that I taught a ten-minute lecture on it to a 12th grade history class and three 9th grade biology classes as an extra-credit project. When I talked to people afterward to get feedback, what shocked me the most was how many people were only idly listening and not thinking about what they heard.)
I’m thinking that there is probably a way to get them to gamble and lose money (grades?) for employing a bad heuristc (best), or having those who think most clearly make the most money.