{"id":281,"date":"2004-02-19T21:04:39","date_gmt":"2004-02-20T02:04:39","guid":{"rendered":"http:\/\/studytools.psych.und.nodak.edu\/wordpress\/?p=281"},"modified":"2004-06-27T21:04:59","modified_gmt":"2004-06-28T02:04:59","slug":"flickering-mind-again","status":"publish","type":"post","link":"https:\/\/learningaloud.com\/blog\/2004\/02\/19\/flickering-mind-again\/","title":{"rendered":"Flickering Mind (again)"},"content":{"rendered":"

I continue to work my way through Todd Oppenheimer’s “Flickering Mind<\/a>.” It takes a while and I try to read carefully to process the various arguments that are advanced. I think it is a good exercise for tech advocates. I also think I could probably create the same kind of book for other expensive programs – do you think anyone would want to read about the lack of good evidence for high school science labs? Perhaps we should quit spending money on science labs so we do not have to cut band or art programs. (Pardon the sarcasm – read the book and these comments may make more sense)<\/p>\n

I always wonder about the heavy use of anecdotal “bad examples”. How were the examples selected? How would people associated with the bad examples react to the depiction. Read Jamie McKenzie’s counter analysis of one of Oppenheimer’s examples – see From Now On Article<\/a><\/p>\n

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I continue to work my way through Todd Oppenheimer’s “Flickering Mind.” It takes a while and I try to read carefully to process the various arguments that are advanced. I think it is a good exercise for tech advocates. I also think I could probably create the same kind of book for other expensive programs … Continue reading Flickering Mind (again)<\/span><\/a><\/p>\n

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