In Stock.
Ships from and sold by Gift-wrap available.
Teaching Minds: How Cogni... has been added to your Cart
+ CDN$ 6.49 shipping
Used: Acceptable | Details
Condition: Used: Acceptable
Comment: Ships from the USA.Please allow 2 to 3 weeks for delivery. A readable copy. All pages are intact, and the cover is intact (the dust cover may be missing). Pages can include considerable notes--in pen or highlighter--but the notes cannot obscure the text. Millions of satisfied customers and climbing. Second City Books - the first place to look for second hand books.
Have one to sell?
Flip to back Flip to front
Listen Playing... Paused   You're listening to a sample of the Audible audio edition.
Learn more
See this image

Teaching Minds: How Cognitive Science Can Save Our Schools Paperback – Nov 15 2011

See all 4 formats and editions Hide other formats and editions
Amazon Price
New from Used from
Kindle Edition
"Please retry"
"Please retry"
CDN$ 39.50
CDN$ 24.31 CDN$ 0.27

Unlimited FREE Two-Day Shipping for Six Months When You Try Amazon Student
click to open popover

No Kindle device required. Download one of the Free Kindle apps to start reading Kindle books on your smartphone, tablet, and computer.

  • Apple
  • Android
  • Windows Phone
  • Android

To get the free app, enter your mobile phone number.

Product Details

  • Paperback: 240 pages
  • Publisher: Teachers College Press (Nov. 15 2011)
  • Language: English
  • ISBN-10: 0807752665
  • ISBN-13: 978-0807752661
  • Product Dimensions: 15.5 x 1.8 x 22.6 cm
  • Shipping Weight: 363 g
  • Average Customer Review: Be the first to review this item
  • Amazon Bestsellers Rank: #400,359 in Books (See Top 100 in Books)
  •  Would you like to update product info, give feedback on images, or tell us about a lower price?

Product Description

About the Author

Roger Schank was the founder of the renowned Institute for the Learning Sciences at Northwestern University, where he is John P. Evans Professor Emeritus in Computer Science, Education, and Psychology. Visit Dr, Shanks's website at and read his blog:

Customer Reviews

There are no customer reviews yet on
5 star
4 star
3 star
2 star
1 star

Most Helpful Customer Reviews on (beta) 4.2 out of 5 stars 15 reviews
10 of 13 people found the following review helpful
5.0 out of 5 stars Must Read Aug. 21 2012
By Will Richardson - Published on
Format: Paperback Verified Purchase
I read education books for a living, to inform my own work and thinking, and I have to say, few books in the last 10 years have influenced my thinking as much as this book. It's a must read for anyone sincerely interested in a different, more relevant vision for learning for our kids. We have become a test centric nation that is motivated by old beliefs and paradigms that need, that must change. If you are a parent or anyone interested in education and preparing our kids for a much different future, please read this book.
19 of 21 people found the following review helpful
5.0 out of 5 stars A very different view into K-12 Education Nov. 30 2011
By Allan Jones - Published on
Format: Paperback Verified Purchase
I am a big fan of Roger's work and frequently visit his websites for ideas and inspiration, so I was eager to read his new book. I was not disappointed! He provides some fascinating insights into the inner workings of the country's Kindergarten throught PhD education system. He has a novel understanding of how people think and learn and advocates creating an education system that is designed to focus on building cognitives skills and processes instead of focusing on the traditional academic content disciplines. As you read the book, you find yourself agreeing with many of his assertions and becoming angry at the entrenched system that blocks all attempts to allow his ideas to be implemented. Roger's fundamental approach to teaching and learning is through what he calls a Story Centered Curriculum. He follows his own advice by delivering most of the information in the book in a series of stories. The result is a very readable, enjoyable, and informative book. You should read it!
18 of 19 people found the following review helpful
4.0 out of 5 stars Scrap the Teacher. Bring on the Mentor. Oct. 21 2012
By Jenuine Reflections - Published on
Format: Paperback
I taught a few community college classes, volunteered in grade school classrooms for a few years, and have been teaching my own children for two years. What drags heaviest in these endeavors? Resistance.

Students want to get it over, move on, and get out. No matter how much I wanted them to love what I told them to do, only a few responded happily--and only rarely. They may have been people-pleasers; they may have genuinely liked the work or been grateful to get away from home.

I found Schank through articles in The Washington Post: "No, algebra isn't necessary--and yes, STEM is overrated" and "Why kids hate school--subject by subject".

Student resistance is to be expected, he says. You cannot teach someone something that 1. Does not help achieve some goal they actually hold; 2. Is not in line with their personality; 3. Goes against their subconscious beliefs. You can try. You won't succeed.

He goes on to list the CAPACITIES students should have, like how to diagnose, how to plan, how to influence, how to negotiate, etc.These skills come layered into the goals people naturally set for themselves as a means of getting something they want. They come from doing, trying, and failing. A car fanatic learns to diagnose engines. A parent learns to diagnose a child's quirks and cries. A gamer diagnoses how to advance levels.

Several capacities go along with any situation. Schank says that forcing people to learn subjects separate from each other ("Now let's learn to PLAN!") and devoid of a personal goal is a waste and ineffective.

He also lists *how* to teach these capacities, like "Don't teach it unless you can easily explain the use of learning it" and "A teacher's job is not to tell facts; it's to get students to understand the world encourage them to take on force students to come to conclusions by confronting what they already believe..."

Teachers are not the source of knowledge anymore. They are the mentors "encouraging thinking by making sure students have something confusing to think about."
6 of 7 people found the following review helpful
1.0 out of 5 stars Not about cognitive science and teaching! April 17 2014
By Jason McDaniel - Published on
Format: Paperback
The title of this book is misleading. Although the author may have experience and education in the field of cognitive science, there is no cognitive science in the book. Instead, this book is a statement of the authors opinions about education. Also, those opinions are primarily based on his experience in corporate training and so are (mostly) irrelevant for k-12.

I don't write reviews very often, and I write negative reviews less often. But the title of this book is misleading. I am a teacher, and I am interested in how cognitive science can improve teaching and schools. This book has nothing to offer in that respect. I am disappointed in the Teaching College for publishing this book with a title so inappropriate to the content.
31 of 40 people found the following review helpful
1.0 out of 5 stars Cognitive science theory without the cognition or science. Oct. 22 2012
By S. A. Shackelford - Published on
Format: Paperback
I'll be frank. I found this book obnoxious. Dr. Schank obviously considers himself quite the pioneer in raising questions about how students learn, "I made up the term learning sciences. There was no such field in academia." (p. xiv) "Cognitive science, a field I also had a big part in creating, has become more important in the academic world." (p. xv) However, his observations about the outdated, irrelevant, and ineffective way we educate the public are the exact same things the unschoolers, the homeschoolers, and the many sects of the education reform movement have been screaming since the 60s. Similarly, using anecdotal evidence and strawman arguments, he does come to conclusions that are supported by actual science (for example, that there are benefits to learning by doing as opposed to by lecture-only, or that e-learning has certain benefits, or that curriculum should be more relevant), but he doesn't use science to support these ideas; it's just coincidence. Other parts of the book are just bizarre. We're supposed to keep compulsory education, but we're not supposed to have any accountability for what schools do or don't teach. Instead, teachers are going to mentor kids with the help of technology. Why teachers would make better life mentors than welders or insurance salesmen isn't explained. Why we should learn to think in the real world by attending school as opposed to interacting more in the real world isn't explained either. He dismisses the idea that the purpose of school is to provide a basic foundation for future learning and thinking, but then takes for granted that school must continue to play an integral part in the upbringing of America's children. He has a whole section on intellectual thinking with examples that any 7th grader could dissect as being illogical. The whole book is like this -- just bizarre. I'm not sure who his audience is, as traditional educators, education reformers, and home/unschoolers would all be able to recognize this book for what it is -- nonsense. How it has gotten positive reviews is beyond me.

Look for similar items by category