Showing posts from October, 2016

A Plea for Broad Rationality

In The Rationality Quotient, which I have interviewed Keith Stanovich about recently, there is an interesting bit in which different conceptualizations of rationality are explained. Roughly there are two conceptualizations of rationality, a thin one and a broad one (a distinction which was first made by political scientist Jon Elster, 1983). The thin theory of rationality involves two factors of rationality: instrumental rationality and epistemic rationality.

Interview with Keith Stanovich (2016)

The Rationality Quotient - Progress toward measuring rationality
By Coert Visser

I first interviewed Keith Stanovich, Professor Emeritus of Applied Psychology and Human Development at the University of Toronto, in 2009. In that interview he explained the difference between intelligence and rationality and why rationality is very important. He also pointed out that IQ tests are incomplete measures of cognitive functioning because they do not measure rationality. Now, seven years later, I interview him about his new book, The Rationality Quotient, which he wrote together with his colleagues Richard West and Maggie Toplak, and which presents a prototype of a rational thinking test, the Comprehensive Assessment of Rational Thinking (CART).

5 of the most dangerous beliefs

I've written before about how irrational beliefs may be harmful and also about how beliefs may be hard to change due to some systematic and psychological obstacles. Yet, beliefs can change and  believing they can't may cause us to stop talking honestly about our beliefs thereby creating polarization and impeding progress. With that in mind, I'm sharing my thoughts about five beliefs which I think are among the most dangerous beliefs. Of course, I am not expecting everyone to agree with all of these. But hopefully, you will find some of them thought provoking.

Coaching as the filling of 7 buckets

Many progress-focused coaches are enthusiastic about our 7 steps approach. This approach reflects a conversation structure which often works quite well in coaching conversations. Years ago, a student told me she used this approach in her coaching conversations. At the end of the conversation she always would always ask whether coachees had found the conversation useful. Nearly always, theses coaches confirmed that the conversation had been useful, she said. But, she asked, it's very well that they found it useful but I am also engaged in my own learning process. How can I get a sense of whether I have done well in the conversation?