While not a book specifically about education, this fascinating look at "how our minds don't work the way we think they do" will hopefully capture your attention as it has mine, as well as giving us a chance to think about its implications for education, both in terms of classroom practice and for larger educational policy.Date: Tuesday, June 7th, 2011
Time: 5pm Pacific / 8pm Eastern / 12am GMT (next day--international times here)
Duration: 1 hour
Location: In Elluminate. Log in at http://tr.im/futureofed. The Elluminate room will be open up to 30 minutes before the event if you want to come in early. To make sure that your computer is configured for Elluminate, please visit http://www.elluminate.com/support. Recordings of the session will be posted within a day of the event here.
Event Recordings: Once the event is finished, the recordings will be posted here and at the LearnCentral event page at http://www.learncentral.org/event/142217.
Christopher Chabris received his B.A. in computer science and his Ph.D. in psychology from Harvard University, where he was also a Lecturer and Research Associate for many years. He is now Assistant Professor of Psychology at Union College in Schenectady, New York, Adjunct Assistant Professor of Neurology at Albany Medical College, and a Visiting Scholar at the MIT Center for Collective Intelligence. His research focuses on two main areas: how people differ from one another in mental abilities and patterns of behavior, and how cognitive illusions affect our decisions. He has published papers on a diverse array of topics, including human intelligence, beauty and the brain, face recognition, the Mozart effect, group performance, and visual cognition. Chris also writes occasionally for the Wall Street Journal. Chris is also a chess master and poker amateur.
Daniel Simons is a Professor in the Department of Psychology and the Beckman Institute at the University of Illinois. Simons received his B.A. in Psychology and Cognitive Science from Carleton College and his Ph.D. in Experimental Psychology from Cornell University. He then spent five years on the faculty at Harvard University before moving to Illinois in 2002. His scholarly research focuses on the limits of human perception, memory, and awareness, and he is best known for his research showing that people are far less aware of their visual surroundings than they think. His work is published in top scientific journals and is discussed regularly in the popular media. His studies and demonstrations have been exhibited in more than a dozen science museums worldwide. In his spare time, he enjoys juggling, bridge, and chess.
. For three years Cal interviewed what he calls "relaxed superstars:" students who live relaxed and happy high school lives and who get admitted to the colleges of their choice. He brings a unique perspective to the "student success" literature, by recommending that students who want to do well should 1) "underschedule" themselves so they have free time for exploring, 2) master one serious interest, and 3) pursue accomplishments that are "hard to explain, not hard to do." 
(Broadway Books, 2006) and 
(Broadway Books, 2005). His third book, 
, as the basis for the conversation. In particular, we'll look at the innovative methods of education that can be found in home-schooling and unschooling, and how those principles could be applied to public school settings.
(Wiley, 2004), 
(Wiley, 2005), 
(Wiley, 2009), and 
(Wiley, 2009).
. Most recently Lisa has been exploring the possibility of applying unschooling pedagogy in a school environment. 
(Penguin/Viking 2009) is a New York Times best seller and has been translated into twenty-one languages. His latest book is a 10th anniversary edition of his classic work on creativity and innovation,
