Some thoughts inspired by Dr. Alan Levinovitz's recent appearance on The Joe Rogan Experience.

Some thoughts inspired by The New Curators: Who Decides What’s Culturally Important?

Margaret Heffernan describes being wilfully blind as when we (consciously or subconsciously) choose to ignore what we “could know and should know but don’t know because it makes us feel better not to know.”

Are we (perhaps unwittingly) contributing to the spreading of bullsh*t, and what impact could this be having on the learning of others? More to the point, should we even care?

When planning, we usually focus on what we will do in a situation. As such, our 'behaviour' should be aligned with our values and beliefs and underpinned by a coherent 'philosophy'.

Recently, Ryan Adams was listening to Taylor Swift's 1989 on his tour bus. To kill some time on the road between venues, Adams experimented with playing some of the songs in his own style.

What is it to think critically? In some ways, it's being adept at detecting bullshit. Indeed, I often tell students they need to be a bit more like Bullshit Man.

The 'mechanics of the mind' peak at around age 25 to 30, and then decline steadily as we age and the activity in certain areas of our brain diminishes. In essence, the aging brain is said to get slower, and our capacity and ability to carry out mental operations and executive functions decrease.

David Hume's Is/Ought problem describes how we often observe the way the world is and, from that, derive how things should be.

Teaching and learning is an infinitely complex area where definitive black-and-white answers are extremely rare and the essential ‘shades of grey’ are often difficult to define and/or convey.

If we want to prevent out-dated knowledge and behaviours from being passed on and reproduced, we need to consider more critically the constructs that the social environment uses to judge teaching and coaching quality.

Much of the coaching practice that coaches observe and discuss in the coaching environment may have been influenced more by tradition, emulation, and historical precedence in the sport than through critical consideration of the latest research.

How can we, as educators, help to facilitate the development of the transferable skills our participants will need to deal with the rapid (and sometimes tumultuous) change that will increasingly characterise their journeys through life?