American - Psychologist | June 16, 1955 -
Young children seem to be learning who to share this toy with and figure out how it works, while adolescents seem to be exploring some very deep and profound questions: 'How should this society work? How should relationships among people work?' The exploration is: 'Who am I, what am I doing?'
Alison Gopnik
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What we want in students is creativity and a willingness to fail. I always say to students, 'If you've never at some point stayed up all night talking to your new boyfriend about the meaning of life instead of preparing for the test, then you're not really an intellectual.'
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I think universities are trying to figure out how we could use what we know about learning to change our education system, but it is sort of funny that they don't necessarily seem to be consulting the people who are sitting right there on campus.
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If you just, pretty much, take a random 15-month-old, just sit and watch them for 10 minutes and count out how many experiments, how much thinking you see going on, and it will put the most brilliant scientist to shame.
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Babies and young children are like the research and development division of the human species, and we grown-ups are production and marketing.
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Asking questions is what brains were born to do, at least when we were young children. For young children, quite literally, seeking explanations is as deeply rooted a drive as seeking food or water.
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When nobody read, dyslexia wasn't a problem. When most people had to hunt, a minor genetic variation in your ability to focus attention was hardly a problem, and may even have been an advantage. When most people have to make it through high school, the same variation can become a genuinely life-altering disease.
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I wanted to answer big questions about humanity, about how it is that we understand about the world, how we can know as much as we do, why human nature is the way that it is. And it always seemed to me that you find answers to those questions by looking at children.
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If parents are the fixed stars in the child's universe, the vaguely understood, distant but constant celestial spheres, siblings are the dazzling, sometimes scorching comets whizzing nearby.
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Samuel Johnson called it the vanity of human wishes, and Buddhists talk about the endless cycle of desire. Social psychologists say we get trapped on a hedonic treadmill. What they all mean is that we wish, plan and work for things that we think will make us happy, but when we finally get them, we aren't nearly as happy as we thought we'd be.
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Knowing what to expect from a teacher is a really good thing, of course: It lets you get the right answers more quickly than you would otherwise.
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Even the very youngest children already are perfectly able to discriminate between the imaginary and the real, whether in books or movies or in their own pretend play. Children with the most elaborate and beloved imaginary friends will gently remind overenthusiastic adults that these companions are, after all, just pretend.
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