Is fast thinking part of a systemic problem in classrooms today? Students may make "System 1" fast automatic responses that are wrong, yet never engage "System 2" slow thinking processes due to a lack of instructional structures and strategies. Classroom teachers may give priority to fast thinking processes over slow thinking processes because of a lack of instructional time. Understanding the thinking process is the first step in monitoring students thinking, and seeking a greater depth of knowledge in brain research will improve teacher performance and student outcomes. System 2 or slow thinking models need to be built into classroom lessons and curriculum. The fast and Slow thinking systems can be examined, tested and implemented in many academic areas especially reading.
Using Mortimer Adler treatise on How to Read a Book as a foundation for incorporating System 2 (slow) thinking is one key to developing higher order thinking in students. Using the latest brain research to develop curriculum and instructional strategies with a focus on developing higher orders of analytical reading and Syntopical reading will help students prepare for the college and career ready goals. Sean
A. Elementary: "What does the sentence/book say?"
B. Inspectional: "What is the book about? What kind of book is it?"
C. Analytical: "What does the book mean?"
D. Syntopical: "How does it compare with other books?"
Thinking, Fast and Slow by Nobel Memorial Prize winner in Economics Daniel Kahneman which summarizes research that he conducted over decades, often in collaboration with Amos Tversky
System 1: Fast, automatic, frequent, emotional, stereotypical, subconscious
System 2: Slow, effortful, infrequent, logical, calculating, conscious