Think Again: The Power of Knowing What You Don't Know by Adam Grant (sad books to read txt) 📕

Word for What Happens When You Eat When You’re Sad,” Mic, December 19, 2017, www.mic.com/articles/186933/kummerspeck-or-grief-bacon-is-the-german-word-for-eating-when-sad.

“Racist and antiracist are not fixed identities”: Ibram X. Kendi, How to Be an Antiracist (New York: One World, 2019).

Christian Cooper refused: Don Lemon, “She Called Police on Him in Central Park. Hear His Response,” CNN, May 27, 2020, www.cnn.com/videos/us/2020/05/27/christian-cooper-central-park-video-lemon-ctn-sot-intv-vpx.cnn.

Chapter 9. Rewriting the Textbook

“No schooling was allowed to interfere”: Grant Allen [pseud. Olive Pratt Rayner], Rosalba: The Story of Her Development (London: G. P. Putnam’s Sons, 1899).

Wisconsin’s Teacher of the Year: Personal interview with Erin McCarthy, January 14, 2020; Scott Anderson, “Wisconsin National Teacher of the Year Nominee Is from Greendale,” Patch, August 20, 2019, patch.com/wisconsin/greendale/wisconsin-national-teacher-year-nominee-greendale.

It’s “a task that”: Deborah Kelemen, “The Magic of Mechanism: Explanation-Based Instruction on Counterintuitive Concepts in Early Childhood,” Perspectives on Psychological Science 14 (2019): 510–22.

don’t have a single right answer: Sam Wineburg, Daisy Martin, and Chauncey Monte-Sano, Reading Like a Historian (New York: Teachers College Press, 2013).

curriculum developed at Stanford: “Teacher Materials and Resources,” Historical Thinking Matters, http://historicalthinkingmatters.org/teachers/.

even send students out to interview: Elizabeth Emery, “Have Students Interview Someone They Disagree With,” Heterodox Academy, February 11, 2020, heterodoxacademy.org/viewpoint-diversity-students-interview-someone.

think like fact-checkers: Annabelle Timsit, “In the Age of Fake News, Here’s How Schools Are Teaching Kids to Think Like Fact-Checkers,” Quartz, February 12, 2019, qz.com/1533747/in-the-age-of-fake-news-heres-how-schools-are-teaching-kids-to-think-like-fact-checkers.

King Tut: Rose Troup Buchanan, “King Tutankhamun Did Not Die in Chariot Crash, Virtual Autopsy Reveals,” Independent, October 20, 2014, www.independent.co.uk/news/science/king-tutankhamun-did-not-die-in-chariot-crash-virtual-autopsy-reveals-9806586.html.

when sloths do their version: Brian Resnick, “Farts: Which Animals Do, Which Don’t, and Why,” Vox, October 19, 2018, www.vox.com/science-and-health/2018/4/3/17188186/does-it-fart-book-animal-farts-dinosaur-farts.

delivered by lecture: Louis Deslauriers et al., “Measuring Actual Learning versus Feeling of Learning in Response to Being Actively Engaged in the Classroom,” PNAS 116 (2019): 19251–57.

students scored half a letter grade worse under traditional lecturing: Scott Freeman et al., “Active Learning Increases Student Performance in Science, Engineering, and Mathematics,” PNAS 111 (2014): 8410–15.

the awestruck effect: Jochen I. Menges et al., “The Awestruck Effect: Followers Suppress Emotion Expression in Response to Charismatic but Not Individually Considerate Leadership,” Leadership Quarterly 26 (2015): 626–40.

the dumbstruck effect: Adam Grant, “The Dark Side of Emotional Intelligence,” The Atlantic, January 2, 2014, www.theatlantic.com/health/archive/2014/01/the-dark-side-of-emotional-intelligence/282720.

In North American universities: M. Stains et al., “Anatomy of STEM Teaching in North American Universities,” Science 359 (2018): 1468–70.

half of teachers lecture: Grant Wiggins, “Why Do So Many HS History Teachers Lecture So Much?,” April 24, 2015, grantwiggins.wordpress.com/2015/04/24/why-do-so-many-hs-history-teachers-lecture-so-much.

middle schoolers score higher: Guido Schwerdt and Amelie C. Wupperman, “Is Traditional Teaching Really All That Bad? A Within-Student Between-Subject Approach,” Economics of Education Review 30 (2011): 365–79.

enter an “experience machine”: Robert Nozick, Anarchy, State, and Utopia (New York: Basic Books, 1974).

“I do my thinking through the courses I give”: Asahina Robert, “The Inquisitive Robert Nozick,” New York Times, September 20, 1981, www.nytimes.com/1981/09/20/books/the-inquisitive-robert-nozick.html.

“Presenting a completely polished”: Ken Gewertz, “Philosopher Nozick Dies at 63,” Harvard Gazette, January 17, 2002, news.harvard.edu/gazette/story/2002/01/philosopher-nozick-dies-at-63; see also Hilary Putnam et al., “Robert Nozick: Memorial Minute,” Harvard Gazette, May 6, 2004, news.harvard.edu/gazette/story/2004/05/robert-nozick.

most of us would ditch the machine: Felipe De Brigard, “If You Like It, Does It Matter If It’s Real?,” Philosophical Psychology 23 (2010): 43–57.

perfectionists are more likely: Joachim Stoeber and Kathleen Otto, “Positive Conceptions of Perfectionism: Approaches, Evidence, Challenges,” Personality and Social Psychology Review 10 (2006): 295–319.

they don’t perform any better: Dana Harari et al., “Is Perfect Good? A Meta-analysis of Perfectionism in the Workplace,” Journal of Applied Psychology 103 (2018): 1121–44.

grades are not a strong predictor: Philip L. Roth et al., “Meta-analyzing the Relationship between Grades and Job Performance,” Journal of Applied Psychology 81 (1996): 548–56.

Achieving excellence in school: Adam Grant, “What Straight-A Students Get Wrong,” New York Times, December 8, 2018, www.nytimes.com/2018/12/08/opinion/college-gpa-career-success.html.

the most creative ones graduated: Donald W. Mackinnon, “The Nature and Nurture of Creative Talent,” American Psychologist 17 (1962): 484–95.

“Valedictorians aren’t likely”: Karen Arnold, Lives of Promise: What Becomes of High School Valedictorians (San Francisco: Jossey-Bass, 1995).

Dear Penn Freshmen: Mike Kaiser, “This Wharton Senior’s Letter Writing Project Gets Global Attention,” Wharton School, February 17, 2016, www.wharton.upenn.edu/story/wharton-seniors-letter-writing-project-gets-global-attention.

one of the best ways to learn is to teach: Aloysius Wei Lun Koh, Sze Chi Lee, and Stephen Wee Hun Lim, “The Learning Benefits of Teaching: A Retrieval Practice Hypothesis,” Applied Cognitive Psychology 32 (2018): 401–10; Logan Fiorella and Richard E. Mayer, “The Relative Benefits of Learning by Teaching and Teaching Expectancy,” Contemporary Educational Psychology 38 (2013): 281–88; Robert B. Zajonc and Patricia R. Mullally, “Birth Order: Reconciling Conflicting Effects,” American Psychologist 52 (1997): 685–99; Peter A. Cohen, James A. Kulik, and Chen-Lin C. Kulik, “Educational Outcomes of Tutoring: A Meta-analysis of Findings,” American Educational Research Journal 19 (1982): 237–48.

an ethic of excellence: Personal interview with Ron Berger, October 29, 2019; Ron Berger, An Ethic of Excellence: Building a Culture of Craftsmanship with Students (Portsmouth, NH: Heinemann, 2003); Ron Berger, Leah Rugen, and Libby Woodfin, Leaders of Their Own Learning: Transforming Schools through Student-Engaged Assessment (San Francisco: Jossey-Bass, 2014).

hallmarks of an open mind: Kirill Fayn et al., “Confused or Curious? Openness/Intellect Predicts More Positive Interest-Confusion Relations,” Journal of Personality and Social Psychology 117 (2019): 1016–33.

“I need time for my confusion”: Eleanor Duckworth, The Having of Wonderful Ideas (New York: Teachers College Press, 2006).

Confusion can be a cue: Elisabeth Vogl et al., “Surprised-Curious-Confused: Epistemic Emotions and Knowledge Exploration,” Emotion 20 (2020): 625–41.

scientifically accurate drawing of a butterfly: Ron Berger, “Critique and Feedback—The Story of Austin’s Butterfly,” December 8, 2012, www.youtube.com/watch?v=hqh1MRWZjms.

Chapter 10. That’s Not the Way We’ve Always Done It

“If only it weren’t for the people”: Kurt Vonnegut, Player Piano (New York: Dial Press, 1952/2006).

“scariest wardrobe malfunction in NASA history”: Tony Reichhardt, “The Spacewalk That Almost Killed Him,” Air & Space Magazine, May 2014, www.airspacemag.com/space/spacewalk-almost-killed-him-180950135/?all.

in learning cultures, organizations innovate more: Matej Černe et al., “What Goes Around Comes Around: Knowledge Hiding, Perceived Motivational Climate, and Creativity,” Academy of Management Journal 57 (2014): 172–92; Markus Baer and Michael Frese, “Innovation Is Not Enough: Climates for Initiative and Psychological Safety, Process Innovations, and Firm Performance,” Journal of Organizational Behavior 24 (2003): 45–68.

make fewer mistakes: Anita L. Tucker and Amy C. Edmondson, “Why Hospitals Don’t Learn from Failures: Organizational and Psychological Dynamics That Inhibit System Change,”