There is something oddly comforting in this short video from Harvard Business Review. Not because it tells people to simply “believe in themselves,” but because it reframes something many high achievers quietly struggle with: imposter syndrome. Arthur Brooks argues that feeling like a fraud is often not a sign that you are incompetent. In many… Read More Why The Imposter Syndrome Might Not Be Entirely Bad
I found this infographic via LinkedIn. Rather than attacking constructivism itself, it seems more interesting to me to examine what this image actually tells us about it. The first problem lies in the word constructivism itself. In the image, it is presented as a single learning theory. But constructivism is originally a theory about… Read More An infographic about constructivism that occasionally misses the mark.
“ Your brain starts rotting away after just ten minutes of AI use,” Vice headlined this week. Similar interpretations of a new preprint on AI use and cognitive performance appeared elsewhere as well. When I discussed the research on Belgian National radio, I tried to present the study more accurately. The study itself, however, is more interesting than the headlines suggest. Researchers from Carnegie… Read More What remains when AI is gone?
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The article in The Athletic about Carl Hendrick and motivation is interesting precisely because it pushes against a very familiar idea: that motivation comes first and achievement follows naturally afterwards. Hendrick argues almost the opposite. Small experiences of success, he says, are often what create motivation in the first place. There is something valuable in… Read More What Carl Hendrick and The New York Times May Get Wrong About Motivation
This week, I gave a talk on well-being, motivation, and resilience. But as I drove home afterwards, I realised that there can be something uncomfortable about how we speak about student well-being today, with the focus on “resilience,” “grit,” or “coping,” As if the most important question becomes how students learn to deal better with… Read More Why student well-being isn’t just about resilience
The title of the study by Trinh and colleagues sounds almost like a gift for every speaker, teacher, or trainer who has ever given a mediocre session: Conversations About Boring Topics Are More Interesting Than We Think. Done. Case closed. Apparently, boring lessons are allowed again. Except the research doesn’t say that at all. The researchers… Read More Can boring subjects become fascinating after all?
Why does a child feel connected to a school, or not? It is a place where they spend many hours of their lives, yet they may click or not. Research into this question already exists, but remarkably, many of those studies focus on adolescents or older pupils. A new study in the British Educational Research Journal, therefore,… Read More What makes children feel connected to school?
One of the underlying things I keep returning to on this blog is how difficult humans are with uncertainty. We like certainty. Clear answers. Strong predictions. Education debates are full of them, too. Yet reality rarely cooperates that neatly. This short BBC Ideas video featuring statistician David Spiegelhalter offers a remarkably accessible introduction to Bayesian… Read More Why Bayesian Thinking Matters More Than Ever
I sometimes feel like I am repeating myself. But the effects of the smartphone ban debate in schools continue to make for interesting research. For instance, a new NBER working paper by Henry Saffer attempts to causally investigate, for the first time, the effects of school-wide smartphone bans in the United Statesfor the first time . Jonathan… Read More Smartphone bans and mental health: new study tempers major claims