Re: [tips] The decline of intellectual curiosity
Hi Stuart We have been hiring new people to shore up enrollments, but as far as I can tell, they are more interested in quantity instead of quality ... John K == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: Stuart McKelvie smcke...@ubishops.ca To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Friday, September 26, 2014 9:15:17 PM Subject: RE: [tips] The decline of intellectual curiosity Dear John, That makes sense in understanding our perception. We went through a similar experience a number of years ago. Then the university got serious about recruitment (hiring a qualified officer) and as enrolment improved, admission standards seemed to tighten again. To focus on these good students for a moment: The best are excellent. They are intelligent, work hard, ask good questions and are highly focused. The very best add that insatiable curiosity that we love to see. They often cross boundaries, taking courses in a variety of disciplines. And at the other end, we have had students who probably should not have been at university. But then, once in a while, someone like that will become interested in academics and become a bona fide student. I am not say brilliant or even very good, but rather reasonably hard-working and interested. When I see people like that graduate I am very happy. Sincerely, Stuart __ “Recti Cultus Pectora Roborant” Stuart J. McKelvie, Ph.D., Department of Psychology, Bishop’s University, 2600 rue College, Sherbrooke (Borough of Lennoxville), QC J1M 1Z7, Canada. (819)822-9600X2402 “Floreat Labore” __ -Original Message- From: John Kulig [mailto:ku...@mail.plymouth.edu] Sent: Friday, September 26, 2014 9:05 PM To: Teaching in the Psychological Sciences (TIPS) Subject: RE: [tips] The decline of intellectual curiosity Stuart, This is also true ... My better students are very very good. But we are going through a decline in enrollments and it looks we are letting in more students who struggle and it is those weaker students who color our perceptions of students in general. == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: Stuart McKelvie smcke...@ubishops.ca To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Fri, 26 Sep 2014 14:18:35 -0400 (EDT) Subject: RE: [tips] The decline of intellectual curiosity Dear Tipsters, Both Chris and John make interesting points. Perhaps I could add one more: sampling. Over the years, a greater proportion of high school graduates have been admitted to higher education. Perhaps the perceived decline in intellectual curiosity is related to that. Anecdotally, I think that the best students today are just as intellectually curious as those in the past. Sincerely, Stuart ___ Floreat Labore [cid:image001.jpg@01CFD994.C1E6F680] Recti cultus pectora roborant Stuart J. McKelvie, Ph.D., Phone: 819 822 9600 x 2402 Department of Psychology, Fax: 819 822 9661 Bishop's University, 2600 rue College, Sherbrooke, Québec J1M 1Z7, Canada. E-mail: stuart.mckel...@ubishops.camailto:stuart.mckel...@ubishops.ca (or smcke...@ubishops.camailto:smcke...@ubishops.ca) Bishop's University Psychology Department Web Page: http://www.ubishops.ca/ccc/div/soc/psyblocked::http://www.ubishops.ca/ccc/div/soc/psy Floreat Labore [cid:image002.jpg@01CFD994.C1E6F680] [cid:image003.jpg@01CFD994.C1E6F680] ___ From: John Kulig [mailto:ku...@mail.plymouth.edu] Sent: September 26, 2014 1:42 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] The decline of intellectual curiosity It is true there are too many distractions. Another speculation is that the lack of curiosity is simply passivity caused by the lower educational levels being overly structured with rubrics and outlines. My boys (one in HS another almost there) have very detailed instructions for coursework. Perhaps without instructions, students will just sit and wait for instructions. I like the joke about the class on creativity that starts with Here are the 6 steps to do be creative ... I think the same happens with critical thinking. Some texts have bullet lists on how to think. I don't remember getting detailed outlines and rubrics for papers as a student. At some point I knew that a paper had to have a beginning which laid out the main themes, a middle section with data or arguments, and a conclusion
RE: [tips] The decline of intellectual curiosity
Dear Tipsters, I realize that I just answered John as if it was a private message…..But no harm done, I trust! Stuart ___ Floreat Labore [cid:image001.jpg@01CFDBCD.71755FD0] Recti cultus pectora roborant Stuart J. McKelvie, Ph.D., Phone: 819 822 9600 x 2402 Department of Psychology, Fax: 819 822 9661 Bishop's University, 2600 rue College, Sherbrooke, Québec J1M 1Z7, Canada. E-mail: stuart.mckel...@ubishops.camailto:stuart.mckel...@ubishops.ca (or smcke...@ubishops.camailto:smcke...@ubishops.ca) Bishop's University Psychology Department Web Page: http://www.ubishops.ca/ccc/div/soc/psyblocked::http://www.ubishops.ca/ccc/div/soc/psy Floreat Labore [cid:image002.jpg@01CFDBCD.71755FD0] [cid:image003.jpg@01CFDBCD.71755FD0] ___ From: John Kulig [mailto:ku...@mail.plymouth.edu] Sent: September 29, 2014 8:55 AM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] The decline of intellectual curiosity Hi Stuart We have been hiring new people to shore up enrollments, but as far as I can tell, they are more interested in quantity instead of quality ... [Frown] John K == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == From: Stuart McKelvie smcke...@ubishops.camailto:smcke...@ubishops.ca To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edumailto:tips@fsulist.frostburg.edu Sent: Friday, September 26, 2014 9:15:17 PM Subject: RE: [tips] The decline of intellectual curiosity Dear John, That makes sense in understanding our perception. We went through a similar experience a number of years ago. Then the university got serious about recruitment (hiring a qualified officer) and as enrolment improved, admission standards seemed to tighten again. To focus on these good students for a moment: The best are excellent. They are intelligent, work hard, ask good questions and are highly focused. The very best add that insatiable curiosity that we love to see. They often cross boundaries, taking courses in a variety of disciplines. And at the other end, we have had students who probably should not have been at university. But then, once in a while, someone like that will become interested in academics and become a bona fide student. I am not say brilliant or even very good, but rather reasonably hard-working and interested. When I see people like that graduate I am very happy. Sincerely, Stuart __ “Recti Cultus Pectora Roborant” Stuart J. McKelvie, Ph.D., Department of Psychology, Bishop’s University, 2600 rue College, Sherbrooke (Borough of Lennoxville), QC J1M 1Z7, Canada. (819)822-9600X2402 “Floreat Labore” __ -Original Message- From: John Kulig [mailto:ku...@mail.plymouth.edu] Sent: Friday, September 26, 2014 9:05 PM To: Teaching in the Psychological Sciences (TIPS) Subject: RE: [tips] The decline of intellectual curiosity Stuart, This is also true ... My better students are very very good. But we are going through a decline in enrollments and it looks we are letting in more students who struggle and it is those weaker students who color our perceptions of students in general. == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: Stuart McKelvie smcke...@ubishops.camailto:smcke...@ubishops.ca To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edumailto:tips@fsulist.frostburg.edu Sent: Fri, 26 Sep 2014 14:18:35 -0400 (EDT) Subject: RE: [tips] The decline of intellectual curiosity Dear Tipsters, Both Chris and John make interesting points. Perhaps I could add one more: sampling. Over the years, a greater proportion of high school graduates have been admitted to higher education. Perhaps the perceived decline in intellectual curiosity is related to that. Anecdotally, I think that the best students today are just as intellectually curious as those in the past. Sincerely, Stuart ___ Floreat Labore [cid:image001.jpg@01CFD994.C1E6F680] Recti cultus pectora roborant Stuart J. McKelvie, Ph.D., Phone: 819 822 9600 x 2402 Department of Psychology, Fax: 819 822 9661 Bishop's University, 2600 rue College, Sherbrooke, Québec J1M 1Z7, Canada. E-mail: stuart.mckel...@ubishops.camailto:stuart.mckel
RE: [tips] The decline of intellectual curiosity
I think sampling plays a huge role. Not just in terms of more students attending college but also where they attend. I can say that my students now are much better (smarter, better prepared, harder working, etc) than the students where I got my BA (big state U). Much more is also expected of them and we expect why questions and answers with a lot of focus on interdisciplinarity. About half of our psych majors go to graduate school. Of course many students just muddle through but I'm not sure the zillions of distractions can explain that. Some students are just not ready for or that interested in college. But in the US there are not that many alternatives for what to do while you're figuring out what to do. Marie Marie Helweg-Larsen, Ph.D. Professor l Department of Psychology Chair, Health Studies Certificate Program Office hours Fall 2014: Monday, Tuesday, Thursday 10:30-11:30 Kaufman 168 l Dickinson College Phone 717.245.1562 l Fax 717.245.1971 http://users.dickinson.edu/~helwegm/index.html -Original Message- From: Stuart McKelvie [mailto:smcke...@ubishops.ca] Sent: Friday, September 26, 2014 9:15 PM To: Teaching in the Psychological Sciences (TIPS) Subject: RE: [tips] The decline of intellectual curiosity Dear John, That makes sense in understanding our perception. We went through a similar experience a number of years ago. Then the university got serious about recruitment (hiring a qualified officer) and as enrolment improved, admission standards seemed to tighten again. To focus on these good students for a moment: The best are excellent. They are intelligent, work hard, ask good questions and are highly focused. The very best add that insatiable curiosity that we love to see. They often cross boundaries, taking courses in a variety of disciplines. And at the other end, we have had students who probably should not have been at university. But then, once in a while, someone like that will become interested in academics and become a bona fide student. I am not say brilliant or even very good, but rather reasonably hard-working and interested. When I see people like that graduate I am very happy. Sincerely, Stuart __ “Recti Cultus Pectora Roborant” Stuart J. McKelvie, Ph.D., Department of Psychology, Bishop’s University, 2600 rue College, Sherbrooke (Borough of Lennoxville), QC J1M 1Z7, Canada. (819)822-9600X2402 “Floreat Labore” __ -Original Message- From: John Kulig [mailto:ku...@mail.plymouth.edu] Sent: Friday, September 26, 2014 9:05 PM To: Teaching in the Psychological Sciences (TIPS) Subject: RE: [tips] The decline of intellectual curiosity Stuart, This is also true ... My better students are very very good. But we are going through a decline in enrollments and it looks we are letting in more students who struggle and it is those weaker students who color our perceptions of students in general. == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: Stuart McKelvie smcke...@ubishops.ca To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Fri, 26 Sep 2014 14:18:35 -0400 (EDT) Subject: RE: [tips] The decline of intellectual curiosity Dear Tipsters, Both Chris and John make interesting points. Perhaps I could add one more: sampling. Over the years, a greater proportion of high school graduates have been admitted to higher education. Perhaps the perceived decline in intellectual curiosity is related to that. Anecdotally, I think that the best students today are just as intellectually curious as those in the past. Sincerely, Stuart ___ Floreat Labore [cid:image001.jpg@01CFD994.C1E6F680] Recti cultus pectora roborant Stuart J. McKelvie, Ph.D., Phone: 819 822 9600 x 2402 Department of Psychology, Fax: 819 822 9661 Bishop's University, 2600 rue College, Sherbrooke, Québec J1M 1Z7, Canada. E-mail: stuart.mckel...@ubishops.camailto:stuart.mckel...@ubishops.ca (or smcke...@ubishops.camailto:smcke...@ubishops.ca) Bishop's University Psychology Department Web Page: http://www.ubishops.ca/ccc/div/soc/psyblocked::http://www.ubishops.ca/ccc/div/soc/psy Floreat Labore [cid:image002.jpg@01CFD994.C1E6F680] [cid:image003.jpg@01CFD994.C1E6F680] ___ From: John Kulig [mailto:ku...@mail.plymouth.edu] Sent: September 26, 2014 1:42 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] The decline of intellectual curiosity It is true there are too many distractions. Another speculation is that the lack
Re: [tips] The decline of intellectual curiosity
I’ve probably been too noisy of late, but I’ll give this one a shot (without benefit of citations, so take it for what it’s worth). I generally think that people who blame everything on the internet and video games are silly buggers, but in this case I’ll posit that students (and people in general) seem less curious about the world now because of the ubiquity of entertaining distractions. I can remember times decades ago, when I was a student myself, when I would be very bored with the work I had to do, but after an hour or so of doing pretty well nothing at all, I would, in some exasperation, return to my work as “better than nothing.” As often as not, I would soon become re-engaged with it and work for several hours. TV and radio were there with me, of course, as were my own collections of music and books, but they were much more limited than now, and often became boring and repetitive themselves. So I would go back to work, faux de mieux. Now, however, there are a zillion possible distractions — 900 channels on TV, hundreds of satellite radio stations, the entire world wide web, video games, music streaming, texting, social media,... it goes on and on and on. One can (too) easily fritter away a whole day, being at least mildly entertained the entire time. It is difficult for the entertainment value afforded by finding out about the world to compete with all that, except among a very small number of us who are obsessively (pathologically?) interested in such things. Everyone else can go on killing time with relatively non-challenging amusements that are specifically engineered to be maximally engaging without ever having to search for “something to do,” and perhaps coming across learning as a worthy pastime. If that seems to exotic an explanation for you, then perhaps the massive emphasis that is now placed on the extrinsic rewards for college education (getting a middle class job) as opposed to the intrinsic rewards of becoming a knowledgeable person. As we (psychologists) all know: extrinsic rewards can rapidly undermine intrinsic ones. Just a couple of thoughts, Chris ….. Christopher D Green Department of Psychology York University Toronto, ON M3J 1P# Canada chri...@yorku.ca http://www.yorku.ca/christo ... On Sep 26, 2014, at 10:15 AM, Annette Taylor tay...@sandiego.edu wrote: A college in our math department sent me this email today: I have been here for 31.5 years and the students are not getting any weaker or any stronger. The one trend I notice is that they are losing their intellectual curiosity. They care less and less about why. Do you know of any studies/books/websites on the topic? ... it is hard to understand why so many students do not care about why things are as they are. Any insights on this from the list? And BTW: Thanks to all the great responses to my query about the systems part of history systems. Annette Annette Kujawski Taylor, Ph. D. Professor, Psychological Sciences University of San Diego 5998 Alcala Park San Diego, CA 92110-2492 tay...@sandiego.edu --- You are currently subscribed to tips as: chri...@yorku.ca. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=430248.781165b5ef80a3cd2b14721caf62bd92n=Tl=tipso=38561 or send a blank email to leave-38561-430248.781165b5ef80a3cd2b14721caf62b...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=38564 or send a blank email to leave-38564-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] The decline of intellectual curiosity
It is true there are too many distractions. Another speculation is that the lack of curiosity is simply passivity caused by the lower educational levels being overly structured with rubrics and outlines. My boys (one in HS another almost there) have very detailed instructions for coursework. Perhaps without instructions, students will just sit and wait for instructions. I like the joke about the class on creativity that starts with Here are the 6 steps to do be creative ... I think the same happens with critical thinking. Some texts have bullet lists on how to think. I don't remember getting detailed outlines and rubrics for papers as a student. At some point I knew that a paper had to have a beginning which laid out the main themes, a middle section with data or arguments, and a conclusion. Did I learn it the way Thorndike's cat learned to press levers? or the way a person learns to swim quickly when thrown into the water? Successive approximations to B and A grades? Students sometimes ask me for a study guide and I tell them - gently - that they should do their own, and talk about different ways to do it, but I won't tell them one specific way to do study guides. But then again, most of us probably sat in the front row, walked 5 miles to school in the winter etc etc etc == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: Christopher Green chri...@yorku.ca To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Friday, September 26, 2014 12:38:45 PM Subject: Re: [tips] The decline of intellectual curiosity I’ve probably been too noisy of late, but I’ll give this one a shot (without benefit of citations, so take it for what it’s worth). I generally think that people who blame everything on the internet and video games are silly buggers, but in this case I’ll posit that students (and people in general) seem less curious about the world now because of the ubiquity of entertaining distractions. I can remember times decades ago, when I was a student myself, when I would be very bored with the work I had to do, but after an hour or so of doing pretty well nothing at all, I would, in some exasperation, return to my work as “better than nothing.” As often as not, I would soon become re-engaged with it and work for several hours. TV and radio were there with me, of course, as were my own collections of music and books, but they were much more limited than now, and often became boring and repetitive themselves. So I would go back to work, faux de mieux. Now, however, there are a zillion possible distractions — 900 channels on TV, hundreds of satellite radio stations, the entire world wide web, video games, music streaming, texting, social media,... it goes on and on and on. One can (too) easily fritter away a whole day, being at least mildly entertained the entire time. It is difficult for the entertainment value afforded by finding out about the world to compete with all that, except among a very small number of us who are obsessively (pathologically?) interested in such things. Everyone else can go on killing time with relatively non-challenging amusements that are specifically engineered to be maximally engaging without ever having to search for “something to do,” and perhaps coming across learning as a worthy pastime. If that seems to exotic an explanation for you, then perhaps the massive emphasis that is now placed on the extrinsic rewards for college education (getting a middle class job) as opposed to the intrinsic rewards of becoming a knowledgeable person. As we (psychologists) all know: extrinsic rewards can rapidly undermine intrinsic ones. Just a couple of thoughts, Chris ….. Christopher D Green Department of Psychology York University Toronto, ON M3J 1P# Canada chri...@yorku.ca http://www.yorku.ca/christo ... On Sep 26, 2014, at 10:15 AM, Annette Taylor tay...@sandiego.edu wrote: A college in our math department sent me this email today: I have been here for 31.5 years and the students are not getting any weaker or any stronger. The one trend I notice is that they are losing their intellectual curiosity. They care less and less about why. Do you know of any studies/books/websites on the topic? ... it is hard to understand why so many students do not care about why things are as they are. Any insights on this from the list? And BTW: Thanks to all the great responses to my query about the systems part of history systems. Annette Annette Kujawski Taylor, Ph. D. Professor, Psychological Sciences University of San Diego 5998 Alcala Park San Diego, CA 92110-2492 tay...@sandiego.edu --- You are currently subscribed to tips as: chri...@yorku.ca. To unsubscribe click here: http
RE: [tips] The decline of intellectual curiosity
Dear Tipsters, Both Chris and John make interesting points. Perhaps I could add one more: sampling. Over the years, a greater proportion of high school graduates have been admitted to higher education. Perhaps the perceived decline in intellectual curiosity is related to that. Anecdotally, I think that the best students today are just as intellectually curious as those in the past. Sincerely, Stuart ___ Floreat Labore [cid:image001.jpg@01CFD994.C1E6F680] Recti cultus pectora roborant Stuart J. McKelvie, Ph.D., Phone: 819 822 9600 x 2402 Department of Psychology, Fax: 819 822 9661 Bishop's University, 2600 rue College, Sherbrooke, Québec J1M 1Z7, Canada. E-mail: stuart.mckel...@ubishops.camailto:stuart.mckel...@ubishops.ca (or smcke...@ubishops.camailto:smcke...@ubishops.ca) Bishop's University Psychology Department Web Page: http://www.ubishops.ca/ccc/div/soc/psyblocked::http://www.ubishops.ca/ccc/div/soc/psy Floreat Labore [cid:image002.jpg@01CFD994.C1E6F680] [cid:image003.jpg@01CFD994.C1E6F680] ___ From: John Kulig [mailto:ku...@mail.plymouth.edu] Sent: September 26, 2014 1:42 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] The decline of intellectual curiosity It is true there are too many distractions. Another speculation is that the lack of curiosity is simply passivity caused by the lower educational levels being overly structured with rubrics and outlines. My boys (one in HS another almost there) have very detailed instructions for coursework. Perhaps without instructions, students will just sit and wait for instructions. I like the joke about the class on creativity that starts with Here are the 6 steps to do be creative ... I think the same happens with critical thinking. Some texts have bullet lists on how to think. I don't remember getting detailed outlines and rubrics for papers as a student. At some point I knew that a paper had to have a beginning which laid out the main themes, a middle section with data or arguments, and a conclusion. Did I learn it the way Thorndike's cat learned to press levers? or the way a person learns to swim quickly when thrown into the water? Successive approximations to B and A grades? Students sometimes ask me for a study guide and I tell them - gently - that they should do their own, and talk about different ways to do it, but I won't tell them one specific way to do study guides. But then again, most of us probably sat in the front row, walked 5 miles to school in the winter etc etc etc == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == From: Christopher Green chri...@yorku.camailto:chri...@yorku.ca To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edumailto:tips@fsulist.frostburg.edu Sent: Friday, September 26, 2014 12:38:45 PM Subject: Re: [tips] The decline of intellectual curiosity I’ve probably been too noisy of late, but I’ll give this one a shot (without benefit of citations, so take it for what it’s worth). I generally think that people who blame everything on the internet and video games are silly buggers, but in this case I’ll posit that students (and people in general) seem less curious about the world now because of the ubiquity of entertaining distractions. I can remember times decades ago, when I was a student myself, when I would be very bored with the work I had to do, but after an hour or so of doing pretty well nothing at all, I would, in some exasperation, return to my work as “better than nothing.” As often as not, I would soon become re-engaged with it and work for several hours. TV and radio were there with me, of course, as were my own collections of music and books, but they were much more limited than now, and often became boring and repetitive themselves. So I would go back to work, faux de mieux. Now, however, there are a zillion possible distractions — 900 channels on TV, hundreds of satellite radio stations, the entire world wide web, video games, music streaming, texting, social media,... it goes on and on and on. One can (too) easily fritter away a whole day, being at least mildly entertained the entire time. It is difficult for the entertainment value afforded by finding out about the world to compete with all that, except among a very small number of us who are obsessively (pathologically?) interested in such things. Everyone else can go on killing time with relatively non-challenging amusements that are specifically engineered to be maximally engaging without ever having to search
RE: [tips] The decline of intellectual curiosity
I think yet another variable (I agree with what everyone has said so far by the way) is that students today don't necessarily view classes and professors as the place to satisfy their intellectual curiosity. Before the internet mass audience events were the place to satisfy curiosity (sure there were books and articles to read too but to the casually curious the lecture was the one stop hour answer to your curiosity). Now students can look up what they are curious about whenever and wherever they like (they can find videos, lectures, writing, etc.). Even more important is that the place for conversation about topics was in face to face gatherings, the classroom, the lunch room, the hallway. But the web offers that as well. Doug P.S. I'm not arguing the web does it any better (or worse). Doug Peterson, PhD Associate Professor of Psychology The University of South Dakota Vermillion SD 57069 605.677.5295 From: Stuart McKelvie [smcke...@ubishops.ca] Sent: Friday, September 26, 2014 1:18 PM To: Teaching in the Psychological Sciences (TIPS) Subject: RE: [tips] The decline of intellectual curiosity Dear Tipsters, Both Chris and John make interesting points. Perhaps I could add one more: sampling. Over the years, a greater proportion of high school graduates have been admitted to higher education. Perhaps the perceived decline in intellectual curiosity is related to that. Anecdotally, I think that the best students today are just as intellectually curious as those in the past. Sincerely, Stuart ___ Floreat Labore [cid:image001.jpg@01CFD994.C1E6F680] Recti cultus pectora roborant Stuart J. McKelvie, Ph.D., Phone: 819 822 9600 x 2402 Department of Psychology, Fax: 819 822 9661 Bishop's University, 2600 rue College, Sherbrooke, Québec J1M 1Z7, Canada. E-mail: stuart.mckel...@ubishops.camailto:stuart.mckel...@ubishops.ca (or smcke...@ubishops.camailto:smcke...@ubishops.ca) Bishop's University Psychology Department Web Page: http://www.ubishops.ca/ccc/div/soc/psyblocked::http://www.ubishops.ca/ccc/div/soc/psy Floreat Labore [cid:image002.jpg@01CFD994.C1E6F680] [cid:image003.jpg@01CFD994.C1E6F680] ___ From: John Kulig [mailto:ku...@mail.plymouth.edu] Sent: September 26, 2014 1:42 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] The decline of intellectual curiosity It is true there are too many distractions. Another speculation is that the lack of curiosity is simply passivity caused by the lower educational levels being overly structured with rubrics and outlines. My boys (one in HS another almost there) have very detailed instructions for coursework. Perhaps without instructions, students will just sit and wait for instructions. I like the joke about the class on creativity that starts with Here are the 6 steps to do be creative ... I think the same happens with critical thinking. Some texts have bullet lists on how to think. I don't remember getting detailed outlines and rubrics for papers as a student. At some point I knew that a paper had to have a beginning which laid out the main themes, a middle section with data or arguments, and a conclusion. Did I learn it the way Thorndike's cat learned to press levers? or the way a person learns to swim quickly when thrown into the water? Successive approximations to B and A grades? Students sometimes ask me for a study guide and I tell them - gently - that they should do their own, and talk about different ways to do it, but I won't tell them one specific way to do study guides. But then again, most of us probably sat in the front row, walked 5 miles to school in the winter etc etc etc == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == From: Christopher Green chri...@yorku.camailto:chri...@yorku.ca To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edumailto:tips@fsulist.frostburg.edu Sent: Friday, September 26, 2014 12:38:45 PM Subject: Re: [tips] The decline of intellectual curiosity I’ve probably been too noisy of late, but I’ll give this one a shot (without benefit of citations, so take it for what it’s worth). I generally think that people who blame everything on the internet and video games are silly buggers, but in this case I’ll posit that students (and people in general) seem less curious about the world now because of the ubiquity of entertaining distractions. I can remember times decades ago, when I was a student myself, when I would be very bored with the work I had
RE: [tips] The decline of intellectual curiosity
Hi There is that classic survey showing the changes in first year students values from developing a meaningful philosophy of life to more material concerns with financial matters. http://www.herinst.org/BusinessManagedDemocracy/culture/consumerism/materialism.html Perhaps related to intellectual curiosity? Take care Jim Jim Clark Professor Chair of Psychology 204-786-9757 4L41A -Original Message- From: Peterson, Douglas (USD) [mailto:doug.peter...@usd.edu] Sent: Friday, September 26, 2014 1:22 PM To: Teaching in the Psychological Sciences (TIPS) Subject: RE: [tips] The decline of intellectual curiosity I think yet another variable (I agree with what everyone has said so far by the way) is that students today don't necessarily view classes and professors as the place to satisfy their intellectual curiosity. Before the internet mass audience events were the place to satisfy curiosity (sure there were books and articles to read too but to the casually curious the lecture was the one stop hour answer to your curiosity). Now students can look up what they are curious about whenever and wherever they like (they can find videos, lectures, writing, etc.). Even more important is that the place for conversation about topics was in face to face gatherings, the classroom, the lunch room, the hallway. But the web offers that as well. Doug P.S. I'm not arguing the web does it any better (or worse). Doug Peterson, PhD Associate Professor of Psychology The University of South Dakota Vermillion SD 57069 605.677.5295 From: Stuart McKelvie [smcke...@ubishops.ca] Sent: Friday, September 26, 2014 1:18 PM To: Teaching in the Psychological Sciences (TIPS) Subject: RE: [tips] The decline of intellectual curiosity Dear Tipsters, Both Chris and John make interesting points. Perhaps I could add one more: sampling. Over the years, a greater proportion of high school graduates have been admitted to higher education. Perhaps the perceived decline in intellectual curiosity is related to that. Anecdotally, I think that the best students today are just as intellectually curious as those in the past. Sincerely, Stuart ___ Floreat Labore [cid:image001.jpg@01CFD994.C1E6F680] Recti cultus pectora roborant Stuart J. McKelvie, Ph.D., Phone: 819 822 9600 x 2402 Department of Psychology, Fax: 819 822 9661 Bishop's University, 2600 rue College, Sherbrooke, Québec J1M 1Z7, Canada. E-mail: stuart.mckel...@ubishops.camailto:stuart.mckel...@ubishops.ca (or smcke...@ubishops.camailto:smcke...@ubishops.ca) Bishop's University Psychology Department Web Page: http://www.ubishops.ca/ccc/div/soc/psyblocked::http://www.ubishops.ca/ccc/div/soc/psy Floreat Labore [cid:image002.jpg@01CFD994.C1E6F680] [cid:image003.jpg@01CFD994.C1E6F680] ___ From: John Kulig [mailto:ku...@mail.plymouth.edu] Sent: September 26, 2014 1:42 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] The decline of intellectual curiosity It is true there are too many distractions. Another speculation is that the lack of curiosity is simply passivity caused by the lower educational levels being overly structured with rubrics and outlines. My boys (one in HS another almost there) have very detailed instructions for coursework. Perhaps without instructions, students will just sit and wait for instructions. I like the joke about the class on creativity that starts with Here are the 6 steps to do be creative ... I think the same happens with critical thinking. Some texts have bullet lists on how to think. I don't remember getting detailed outlines and rubrics for papers as a student. At some point I knew that a paper had to have a beginning which laid out the main themes, a middle section with data or arguments, and a conclusion. Did I learn it the way Thorndike's cat learned to press levers? or the way a person learns to swim quickly when thrown into the water? Successive approximations to B and A grades? Students sometimes ask me for a study guide and I tell them - gently - that they should do their own, and talk about different ways to do it, but I won't tell them one specific way to do study guides. But then again, most of us probably sat in the front row, walked 5 miles to school in the winter etc etc etc == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == From: Christopher Green chri...@yorku.camailto:chri...@yorku.ca To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edumailto:tips
RE: [tips] The decline of intellectual curiosity
Stuart, This is also true ... My better students are very very good. But we are going through a decline in enrollments and it looks we are letting in more students who struggle and it is those weaker students who color our perceptions of students in general. == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: Stuart McKelvie smcke...@ubishops.ca To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Fri, 26 Sep 2014 14:18:35 -0400 (EDT) Subject: RE: [tips] The decline of intellectual curiosity Dear Tipsters, Both Chris and John make interesting points. Perhaps I could add one more: sampling. Over the years, a greater proportion of high school graduates have been admitted to higher education. Perhaps the perceived decline in intellectual curiosity is related to that. Anecdotally, I think that the best students today are just as intellectually curious as those in the past. Sincerely, Stuart ___ Floreat Labore [cid:image001.jpg@01CFD994.C1E6F680] Recti cultus pectora roborant Stuart J. McKelvie, Ph.D., Phone: 819 822 9600 x 2402 Department of Psychology, Fax: 819 822 9661 Bishop's University, 2600 rue College, Sherbrooke, Québec J1M 1Z7, Canada. E-mail: stuart.mckel...@ubishops.camailto:stuart.mckel...@ubishops.ca (or smcke...@ubishops.camailto:smcke...@ubishops.ca) Bishop's University Psychology Department Web Page: http://www.ubishops.ca/ccc/div/soc/psyblocked::http://www.ubishops.ca/ccc/div/soc/psy Floreat Labore [cid:image002.jpg@01CFD994.C1E6F680] [cid:image003.jpg@01CFD994.C1E6F680] ___ From: John Kulig [mailto:ku...@mail.plymouth.edu] Sent: September 26, 2014 1:42 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] The decline of intellectual curiosity It is true there are too many distractions. Another speculation is that the lack of curiosity is simply passivity caused by the lower educational levels being overly structured with rubrics and outlines. My boys (one in HS another almost there) have very detailed instructions for coursework. Perhaps without instructions, students will just sit and wait for instructions. I like the joke about the class on creativity that starts with Here are the 6 steps to do be creative ... I think the same happens with critical thinking. Some texts have bullet lists on how to think. I don't remember getting detailed outlines and rubrics for papers as a student. At some point I knew that a paper had to have a beginning which laid out the main themes, a middle section with data or arguments, and a conclusion. Did I learn it the way Thorndike's cat learned to press levers? or the way a person learns to swim quickly when thrown into the water? Successive approximations to B and A grades? Students sometimes ask me for a study guide and I tell them - gently - that they should do their own, and talk about different ways to do it, but I won't tell them one specific way to do study guides. But then again, most of us probably sat in the front row, walked 5 miles to school in the winter etc etc etc == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == From: Christopher Green chri...@yorku.camailto:chri...@yorku.ca To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edumailto:tips@fsulist.frostburg.edu Sent: Friday, September 26, 2014 12:38:45 PM Subject: Re: [tips] The decline of intellectual curiosity I’ve probably been too noisy of late, but I’ll give this one a shot (without benefit of citations, so take it for what it’s worth). I generally think that people who blame everything on the internet and video games are silly buggers, but in this case I’ll posit that students (and people in general) seem less curious about the world now because of the ubiquity of entertaining distractions. I can remember times decades ago, when I was a student myself, when I would be very bored with the work I had to do, but after an hour or so of doing pretty well nothing at all, I would, in some exasperation, return to my work as “better than nothing.” As often as not, I would soon become re-engaged with it and work for several hours. TV and radio were there with me, of course, as were my own collections of music and books, but they were much more limited than now, and often became boring and repetitive themselves. So I would go back to work, faux de mieux. Now, however
RE: [tips] The decline of intellectual curiosity
Dear John, That makes sense in understanding our perception. We went through a similar experience a number of years ago. Then the university got serious about recruitment (hiring a qualified officer) and as enrolment improved, admission standards seemed to tighten again. To focus on these good students for a moment: The best are excellent. They are intelligent, work hard, ask good questions and are highly focused. The very best add that insatiable curiosity that we love to see. They often cross boundaries, taking courses in a variety of disciplines. And at the other end, we have had students who probably should not have been at university. But then, once in a while, someone like that will become interested in academics and become a bona fide student. I am not say brilliant or even very good, but rather reasonably hard-working and interested. When I see people like that graduate I am very happy. Sincerely, Stuart __ “Recti Cultus Pectora Roborant” Stuart J. McKelvie, Ph.D., Department of Psychology, Bishop’s University, 2600 rue College, Sherbrooke (Borough of Lennoxville), QC J1M 1Z7, Canada. (819)822-9600X2402 “Floreat Labore” __ -Original Message- From: John Kulig [mailto:ku...@mail.plymouth.edu] Sent: Friday, September 26, 2014 9:05 PM To: Teaching in the Psychological Sciences (TIPS) Subject: RE: [tips] The decline of intellectual curiosity Stuart, This is also true ... My better students are very very good. But we are going through a decline in enrollments and it looks we are letting in more students who struggle and it is those weaker students who color our perceptions of students in general. == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: Stuart McKelvie smcke...@ubishops.ca To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Fri, 26 Sep 2014 14:18:35 -0400 (EDT) Subject: RE: [tips] The decline of intellectual curiosity Dear Tipsters, Both Chris and John make interesting points. Perhaps I could add one more: sampling. Over the years, a greater proportion of high school graduates have been admitted to higher education. Perhaps the perceived decline in intellectual curiosity is related to that. Anecdotally, I think that the best students today are just as intellectually curious as those in the past. Sincerely, Stuart ___ Floreat Labore [cid:image001.jpg@01CFD994.C1E6F680] Recti cultus pectora roborant Stuart J. McKelvie, Ph.D., Phone: 819 822 9600 x 2402 Department of Psychology, Fax: 819 822 9661 Bishop's University, 2600 rue College, Sherbrooke, Québec J1M 1Z7, Canada. E-mail: stuart.mckel...@ubishops.camailto:stuart.mckel...@ubishops.ca (or smcke...@ubishops.camailto:smcke...@ubishops.ca) Bishop's University Psychology Department Web Page: http://www.ubishops.ca/ccc/div/soc/psyblocked::http://www.ubishops.ca/ccc/div/soc/psy Floreat Labore [cid:image002.jpg@01CFD994.C1E6F680] [cid:image003.jpg@01CFD994.C1E6F680] ___ From: John Kulig [mailto:ku...@mail.plymouth.edu] Sent: September 26, 2014 1:42 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] The decline of intellectual curiosity It is true there are too many distractions. Another speculation is that the lack of curiosity is simply passivity caused by the lower educational levels being overly structured with rubrics and outlines. My boys (one in HS another almost there) have very detailed instructions for coursework. Perhaps without instructions, students will just sit and wait for instructions. I like the joke about the class on creativity that starts with Here are the 6 steps to do be creative ... I think the same happens with critical thinking. Some texts have bullet lists on how to think. I don't remember getting detailed outlines and rubrics for papers as a student. At some point I knew that a paper had to have a beginning which laid out the main themes, a middle section with data or arguments, and a conclusion. Did I learn it the way Thorndike's cat learned to press levers? or the way a person learns to swim quickly when thrown into the water? Successive approximations to B and A grades? Students sometimes ask me for a study guide and I tell them - gently - that they should do their own, and talk about different ways to do it, but I won't tell them one specific way to do study guides. But then again, most of us probably sat in the front row, walked 5 miles to school in the winter etc etc etc
