Earlier today, I responded to Julia Galef’s post about cognitive laziness. My upcoming book, Discontinuities: Love, Art, Mind will explore other themes related this: sapiosexuality in general and sapiosexual intelligence in particular. Continue reading Sapiosexual Intelligence Requires a Theory of Cognitive Motivation
On her blog and Twitter, one of my favourite podcast hosts, Julia Galef, argued that we need a non-judgmental term for “lazy”. As this touches upon a key concept of my theory of meta-effectiveness, I thought I should write a quick[-1] response. Continue reading On the Need for New Cognitive Motivational Concepts: Response to Julia Galef’s Why We Need a New Word for “Lazy”
On Monday, June 18, the complete version of Cognitive Productivity with macOS®: 7 Principles for Getting Smarter with Knowledge will be launched.
Cognitive Productivity books can be read as pro-active responses to the “post-truth” era. More generally, however, they are meant to deal with the fact that we are still in pre-meta-effectiveness times. “Meta-effectiveness” refers to the abilities and dispositions to use knowledge to become more effective, meaning better at understanding, solving problems, building products (including new knowledge) and living according to our values. Respect for truth is a subset of meta-effectiveness. One can have respect for truth and yet not use knowledge optimally.
Seven years after Nicholas Carr’s The Shallows rang alarm bells that the Internet is ‘rewiring’ our brains, sources of distraction continue to proliferate. Yet there is still no consensus on how to respond. Continue reading Two Responses to the Shallows: Deep Work and Cognitive Productivity
I’ve published on my SFU blog a glossary of terms that I consider to be essential for understanding the development of competence in adults but that are not in the mainstream of cognitive science. Some of them are unknown because I’ve just recently introduced them, in Cognitive Productivity. Some of them have simply been relatively overlooked. Others existed but I’ve redefined them. These conceptual gaps, which I’ve tried to fill, are obstacles to knowledge-based learning and to understanding such learning.