Some believe intelligence leads to unhappiness, arguing that less intelligent people are happier because they don’t grasp complex issues, have lower standards, and are less selective socially. However, research contradicts this. Studies show people with higher IQs report greater happiness, while those with lower IQs often face socioeconomic disadvantages, poorer health, and increased psychological distress—factors that contribute to lower happiness.

While intelligence can be improved, doing so requires effort. One effective, more accessible way to grow smarter—and potentially happier—is by becoming more open. Openness, defined as curiosity and a willingness to explore new ideas and experiences, is strongly linked to intelligence. Unlike other personality traits that are harder to change (like neuroticism or extroversion), openness is relatively easy to develop and has a meaningful impact on intellectual growth.

Being open means letting go of rigid certainty and being willing to change your mind. Research shows that people who adapt and revise their thinking perform better and are often more successful. Intelligence and wisdom lie not in being right, but in seeking truth and growth. By embracing openness, individuals can learn more, experience more, and form deeper connections—all of which contribute to a more fulfilling, and potentially happier, life. This post is a summary of the article written in Inc. Magazine.

The developments in Artificial Intelligence (AI) such as the capabilities in reasoning, problem-solving, coding and multilingual skills we’ve seen from OpenAI and DeepSeek, have created significant controversy regarding effective teaching methods in college. For additional detail on this matter please follow the following link:   a volatile teaching and learning environment. First, there were concerns about academic integrity such as plagiarism on essays.  Next researchers investigated the promise of personalised learning opportunities fine-tuned to student interests and aptitude without undermining critical thinking and creativity, and now – cognitive offloading. This is not always a bad thing, especially if the offloading of redundant or tedious tasks can make room for more higher-order thinking. 

According to ChatGPT AI can make humans less smart — but it doesn’t have to.

Here’s how AI could make us less smart:

1. Mental laziness: If people rely on AI for basic thinking (math, writing, decision-making), they may stop practicing those skills, which can lead to cognitive decline — the same way GPS reduced our ability to navigate or calculators made arithmetic skills weaker.
2. Reduced memory and attention: Constant access to information via AI can reduce the need to remember things or sustain focus, similar to how internet search already changed our memory habits; for more info on this topic please review the “Google Effect”.
3. Shallow learning: If we use AI to get quick answers instead of wrestling with ideas, we may never develop deep understanding, critical thinking, or problem-solving skills.

But here’s how AI can make us more intelligent:

1. Cognitive amplification: AI can offload repetitive tasks, letting us focus on complex, creative, or strategic thinking — similar to how writing enhanced memory or printing broadened literacy.
2. Personalized learning: AI tutors, feedback tools, and adaptive platforms can help people learn better, faster, and in more customized ways than traditional methods.
3. Knowledge access: With AI, anyone with an internet connection can tap into expertise that used to be locked behind institutions or expensive education.

Bottom line:

AI is a tool — like fire, books, or the internet. Whether it makes us less smart or more capable depends on how we choose to use it. If we over-rely on it, we risk intellectual atrophy. But if we engage with it critically and use it to extend our abilities, it can make us smarter than ever.

Would you like practical ways to use AI to stay sharp or support others in doing so?

The What? So What? Now What? This reflection model is a useful way to analyze self-regulated learning (SRL). Here’s how it applies:

1. What? (Describe the experience)

Self-regulated learning refers to the ability of learners to plan, monitor, and assess their learning processes. It includes setting goals, managing time, maintaining motivation, and adjusting strategies based on feedback.

• Have you used self-regulated learning strategies?
• What specific strategies did you use (e.g., goal setting, self-monitoring, time management)?
• What were the challenges or successes?

2. So What? (Analyze the significance)

This step focuses on understanding the impact of self-regulated learning.

• How did self-regulation affect your learning outcomes?
• What did you learn about your ability to manage and control your learning?
• What worked well, and what could have been improved?
• How did self-regulated learning contribute to your academic or professional success?

3. Now What? (Apply learning to future practice)

This step involves planning for future improvements.

• How will you refine your self-regulated learning strategies moving forward?
• What specific actions will you take to enhance your self-regulation skills?
• How can you apply these strategies in different learning or professional contexts?

By using this framework, you can critically assess your self-regulated learning process and make intentional improvements for continued growth. Would you like help applying this to a specific learning experience?

The What? So What? Now What? This prediction model is a structured reflective framework used to analyze situations, make sense of their implications, and determine future actions. It is commonly applied in business strategy, education, and leadership development.

Breakdown of the Model:

1. What?
   • This stage focuses on objective observation and data collection.
   • Questions to ask:
     • What happened?
     • What are the facts?
     • What is the situation or trend?
2. So What?
   • This stage emphasizes interpretation and significance of the observations.
   • Questions to ask:
     • Why does this matter?
     • What are the implications?
     • How does this connect to larger trends or business goals?
3. Now What?
   • This stage is about decision-making and action planning based on the insights gained.
   • Questions to ask:
     • What should be done next?
     • What are the potential future outcomes?
     • How can we adjust our strategy based on these insights?

Application in Prediction Modeling:

In a predictive analytics or business forecasting context, this model can be adapted to structure data-driven decision-making:

• What? → Identify patterns and trends in historical data.
• So What? → Analyze the potential impact of these trends on business performance.
• Now What? → Develop strategies to capitalize on opportunities or mitigate risks.

Would you like a specific example of this applied in a business or education setting?

How can you use this prediction model in your life?

Let me know!!

Most critical thinking is directed towards one’s internal states (Butler, 2024), using the example of politics again, how does one consider a political affiliation? This requires that we first need. To clarify and evaluate our beliefs and expectations about each of the parties and candidates, So one definition of critical thinking is reflective thinking focused on deciding what to believe or do in a particular context (Ennis, 1987). 

Critical thinking is better thinking (Perkins, 2001). This view suggests that learning to think critically improves our ability to gather, interpret, evaluate, and select information for the purpose of making informed choices. Many suspect we suspect that this is a definition most teachers and parents have in mind when they say students need to think critically about their lives (Bruning et al., 2004). In other words, considering how the decisions we make today will affect our future. 

Nickerson (1987) proposed that critical thinking is directed at adopting versus clarifying a goal. This view emphasizes critical thinking as a means to an end, i.e., reaching a decision, versus the view that emphasizes a process one uses to reach a decision. I believe that both sides of the process are important. Halpern (2014) expands this line of thought when she implies that the use of critical thinking skills increase the probability of a desirable outcome. It is used to describe thinking that is purposeful, reasoned, and goal directed—the kind of thinking involved in solving problems, formulating inferences, calculating likelihoods, and making decisions.

At this point, you might ask yourself how I can improve my critical thinking.  This means changing the way you evaluate contrasting positions or the clarity of ideas. The process of critical thinking involves many essential skills. Halpern (1998) Distinguishes between two major classes of critical thinking: dispositions and abilities. The former refers to effective and dispositional traits that each person brings to a thinking task, such as open-mindedness, the attempt to be well-informed, and sensitivity to others’ beliefs and feelings. The latter refers to the actual cognitive abilities necessary to think critically, including focusing and judging. Over the next week, see how you can use your critical thinking skills to improve your daily outcomes. Practice some new critical thinking skills and let me know what you find out.

Bronfenbrenner’s Ecological Model

Bronfenbrenner’s model consists of five interrelated systems that shape an individual’s development:

1. Microsystem: Immediate environments such as family, school, and peers.
2. Mesosystem: Interactions between different microsystems (e.g., relationships between family and school).
3. Exosystem: External environments that indirectly influence development (e.g., parents’ workplaces).
4. Macrosystem: Broader cultural and societal influences.
5. Chronosystem: Changes over time that affect development (e.g., life transitions, historical events).

Association with Critical Thinking Skills

The University of Louisville indicates that critical thinking involves analyzing, evaluating, and synthesizing information to make reasoned judgments. Here’s how each system in Bronfenbrenner’s model can contribute to the development of these skills:

1. Microsystem:
   • Family: Parents and siblings can encourage questioning and problem-solving, fostering an environment where critical thinking is valued.
   • School: Teachers and peers play a crucial role in developing critical thinking through discussions, debates, and collaborative projects.
2. Mesosystem:
   • Interconnections: Positive interactions between family and school can reinforce critical thinking skills. For example, parental involvement in school activities can enhance a child’s learning experiences and promote critical thinking.
3. Exosystem:
   • Indirect Influences: Factors such as parents’ work environments can impact the resources and time available for fostering critical thinking at home. Supportive work policies can enable parents to be more involved in their children’s education.
4. Macrosystem:
   • Cultural Values: Societal attitudes towards education and critical thinking can shape how these skills are taught and valued. Cultures that emphasize inquiry and open-mindedness are likely to promote stronger critical thinking skills.
5. Chronosystem:
   • Temporal Changes: Life events and historical contexts can influence the development of critical thinking. For instance, exposure to diverse perspectives over time can enhance one’s ability to think critically.

Practical Implications

Understanding the association between Bronfenbrenner’s model and critical thinking can help educators, parents, and policymakers create environments that nurture these skills. For example:

• Educators can design curricula that integrate critical thinking exercises across subjects.
• Parents can engage in activities that promote questioning and exploration.
• Policymakers can support educational reforms that emphasize critical thinking.
• Citizens can choose policies that support their cultural values.

Tell me what you think when you get a chance!

Adrian

Developing critical thinking skills is essential because they are skills that we can use in all parts of our lives. Planning at work, negotiating with your teenage children, and choosing a new vehicle are all circumstances where critical thinking skills can influence your outcomes. Deciding on which political candidate to vote for involves a range of critical thinking skills to ensure a well-rounded and informed decision. I recommend evaluating the candidates’ policies, statements, and actions critically. Question the candidate’s assumptions, seek evidence, and consider different perspectives before making your decision. Here are some critical thinking skills required to select a political candidate. 

1. Analytical Thinking: Break down complex issues into smaller, understandable parts. Compare and contrast candidates’ platforms on various issues like the economy, healthcare, foreign policy, etc.
2. Research Skills: Gather information from reliable sources. Look into candidates’ backgrounds, voting records, public statements, and endorsements.
3. Decision-Making: Weigh the pros and cons of each candidate. Consider how their policies align with your values and the needs of the country.
4. Problem-Solving: Identify the key issues facing the country and assess which candidate has the best plan to address them.
5. Empathy: Understand the impact of candidates’ policies on different groups within the population. Consider the needs and perspectives of people from various backgrounds.
6. Logical Reasoning: Make connections between the candidates’ proposed policies and their potential outcomes. Assess whether their arguments are sound and supported by evidence.
7. Future Orientation: Consider the long-term implications of each candidate’s policies. Think about how their leadership might shape the country’s future.
8. Ethical Reasoning: Evaluate the candidates’ character, integrity, and ethical standards. Consider the ethical implications of their policies and behavior.
9. Open-Mindedness: Be willing to consider new information and alternative viewpoints. Avoid confirmation bias by actively seeking diverse opinions.
10. Communication Skills: Engage in discussions with others to test your ideas and hear different perspectives. This can help refine your thinking and clarify your views.

By utilizing these critical thinking skills, you can make a more informed and thoughtful decision when choosing a political candidate who will represent your interests. This year, we need to address many important issues like abortion, immigration, health care, taxes, judges, the Supreme Court, artificial intelligence, fiscal policy, and inflation.  Use your critical thinking skills to determine who will best represent you, your community, and our country.  

On one hand, Donald Trump is known for his rants of negativity on our public airwaves and of course on twitter. On the other hand, Donald Trump talks with a lot of confidence about what he has done, what he will do, and what is going to happen. In fact Donald Trump actually practices many of the positive thinking principles espoused by Norman Vincent Peale who is the rightmost figure in the next picture. These principles have inspired people to believe in their own capabilities and accomplish great things through significant planning and effort. While Peale emphasizes numerous positive thinking principles in his writings. Three of Peale’s principles are certainly transparent in Trump’s bombast.They are:

1.   You get what You expect.

Trump believes that his attitude is more important than any problem he faces. He does not seem to think about defeat. According to Peale one should not build obstacles to success in their mind.  This belief gives Trump hope to accomplish improbable tasks; in other words you are overcome because of what you you think. This means self-fulfilling prophecies are powerful.

2. What we say we experience.

Trump hardly talks about defeat even if he has just lost a major battle. For instance read how Trump describes what happened with the first version of his healthcare bill. He uses words such as victory and winning constantly. Peale stressed that there is a great deal of power in the words you use. Words affect your mood and outlook on things. Therefore, if you use words of pessimism you will create more negativity in your world. If you use optimistic and inspiring words, you will behave and react in a like manner.

3. Learn only from your success.

Peale suggested that learning from errors would make an individual more inclined to make more errors. In a similar manner, Trumps actions indicate that he thinks it is more important to learn from successes than failures. The belief is such behavior will make it easier to repeat what you did to create the success. To increase your chance of future success take notes about your successful behaviors and practice them as time permits.

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Some may argue that President Trump changes his positions to gain negotiation advantage. Yet, there may there may be other reasons why many of President Trump’s statements are inconsistent with his past rhetoric – cognitive structures. Cognitive structures are mental processes that individuals use to process and understand information. They organize information for learning and recall. Cognitive structures are integral for comprehension and memory.

According to Sternberg (2009), there are three general categories of cognitive structures.

* The first are comparative thinking structures for memorization and classifying.

* The second is symbolic representation structures like math, gestures, dance, and music.

* The third is logical structures like reasoning, cause and effect, evaluation, and problem solving.

We develop cognitive structures  over time through our experiences. We use cognitive structures that support our goals and needs. I suggest that President Trump is using a dynamic evaluation process to maintain a positive self-image. This explains why President Trump stated that there were things in the healthcare bill that he did not particularly like; it was okay that the bill failed to pass.  In the same manner, he uses alternate facts to support bogus claims and denigrate his foes, both of which support his fragile self-image.

• Chlorine – helps maintain a healthy memory function – this nutrient is available in egg yolks, soy beef, chicken, veal, turkey liver, and lettuce.
• The combination of vitamins C, E, and carotene – taken in an antioxidant vitamin form delays cognitive decline in the elderly available in citrus fruits, several plants and vegetables, calf and beef liver.
• Calcium, zinc, selenium and high serum calcium – the lack of these nutrients are associated with lower cognitive function- calcium is found in milk. Zinc is available in oysters, in smaller amounts in beans, nuts, almonds, whole grains, and sunflower seeds. Selenium is available in nuts, cereals, meat, fish, and eggs.
• Copper – low levels of this nutrient is associated with cognitive decline in patients with Alzheimer’s disease. Copper is available from oysters, beef/lamb liver, Brazil nuts, blackstrap molasses, cocoa, and black pepper.
• Iron – treatments of this nutrient normalizes cognitive function in young women. It is found in red meat, fish, poultry, lentils, and beans.