BC SOCIETY
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A great father is a great teacher

Here are five critical thinking skills you must master, so you can one day teach them to your kids

=THREAD=

 1. Pattern recognition

Figuring out “what things have in common”

Our brains are pattern recognition machines. We constantly analyze the similarities between people, events, and scenarios to make decisions. Pattern recognition is how we deduce danger. It's also how we prosper.
1a. Pattern recognition

Example exercise:

Say your son loves baseball. Ask: what do all the great hitters have in common? What do they all do the same? What do they do differently? When does a manager usually come out to the pitcher’s mound? Why do you think that is?
2. Reverse engineering

Figuring out “what’s required”

It’s nearly impossible to create anything if you can’t first picture it in your mind. Effective thinkers begin with the result in mind and work backward to determine what steps they need to take. The whole informs the parts.
2a. Reverse engineering

Example exercise:

Say you’re building a birdhouse. Before you begin, ask: what will we need to DO to build this birdhouse? What materials might we need? How will we get them? What instructions might we need? How will we find them? What comes first? Why?
3. Inference

Figuring out “why something happened”

We won’t always have all the facts. And a smart person doesn’t always need them. They’re able to analyze scattered facts and make deductions about why and how certain outcomes came to be. You can train this in your kids.
3a. Inference

Example exercise:

You’re driving and you see a stray dog walking along the road. Ask: how do you think the dog got there? What might have happened? What are some possible explanations, and which of those are most likely? Why is one more likely than the other?
4. Prediction

Figuring out “what will happen next”

Cause-and-effect runs our lives. We must constantly determine the consequences of our actions. If we can't deduce an action's outcome, we can't make beneficial decisions. And if we make bad decisions, we lead horrible lives.
4a. Prediction

Example exercise:

Simple thought experiments are a great way to build this muscle. What would happen if you left the lights on overnight? What would happen if you ate whatever you wanted? If you stayed up late every night? Then ask why, why, and why again.
5. Synthesis

Figuring out “what’s important”

As an adult you’ll need to sort through masses of information, retaining what’s relevant and discarding what’s not. Our brains are incredible, but they function best when we’re able to focus on what matters and ignore what doesn’t.
5a. Synthesis

Example exercise:

If you watch a movie together, can your kids determine who the main characters are? Can they summarize the plot? Ask them what the hero wants to achieve. Ask them why the villain wants to keep the hero from achieving it. Then again ask WHY.
Conclusion

The world is full of data

Don’t rely on schools to teach your kids how to think. Everyday events can be used to spur countless conversations about how the world works. As your children get older, scale up the difficulty. Tailor the discussions to their interests.
The above examples are intentionally common in everyday situations. You will experience them, why not use them as a chance to practice the art of thinking?

Your kids will have thousands of questions about the world. Your job is to help them answer those questions on their own.

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2 of 16:

Roddie was captured early on in the Battle of the Bulge, on December 19th, when Panzer forces plowed through his unit.

He, along with almost his entire regiment, was forced to surrender.


3 of 16:

The men were transported to the Stalag IX-A POW camp in Ziegenhain, Germany.

Roddie was the senior enlisted American Soldier at the site. As such, he was the conduit between all American Soldiers and their German captors.


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In late January, the camp’s commandant, Major Siegmann [pictured here], ordered Roddie, a Christian, to identify all Jewish Soldiers and order them to stand in formation by themselves the next day.

[Jewish Soldiers were a minority within American units]


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Throughout WWII, captured Jewish Soldiers were often tortured and then killed by their German captors.

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The GRA of 2004 gave trans people the ability to change legal sex via a GRC, but only if they had a psychiatric diagnosis of dysphoria and only after having lived in role for 2 years. The spousal veto gave spouses a chance to annul or obtain a favourable divorce.

While this ultimately created the loophole in women's rights that we've been fighting against in the last few years, it catered for a tiny number of dysphoric transsexuals and so did not have an enormous impact.

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Brief thread to debunk the repeated claims we hear about transmission not happening 'within school walls', infection in school children being 'a reflection of infection from the community', and 'primary school children less likely to get infected and contribute to transmission'.

I've heard a lot of scientists claim these three - including most recently the chief advisor to the CDC, where the claim that most transmission doesn't happen within the walls of schools. There is strong evidence to rebut this claim. Let's look at


Let's look at the trends of infection in different age groups in England first- as reported by the ONS. Being a random survey of infection in the community, this doesn't suffer from the biases of symptom-based testing, particularly important in children who are often asymptomatic

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1. The infection rates among primary & secondary school children closely follow school openings, closures & levels of attendance. E.g. We see a dip in infections following Oct half-term, followed by a rise after school reopening.


We see steep drops in both primary & secondary school groups after end of term (18th December), but these drops plateau out in primary school children, where attendance has been >20% after re-opening in January (by contrast with 2ndary schools where this is ~5%).
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i’ll go first: 🙋🏽‍♀️

i’ll never forget the feelings i experience when i found this out. initially, i felt shock, followed immediately by self-loathing—it seemed like the company had gotten me “on the cheap” and it made me feel incredibly like i had been incredibly stupid to not negotiate for more.

that quickly evolved into rage: how did they think it was okay to meet his negotiation demands when he was hired but not think to look at the other people at the same level and wonder if their compensation should be raised to match his, too?

i had always thought that i had always been an excellent performer at every company and role that i’ve held, so finding this news out felt a bit humiliating; i had to fight feelings of self-doubt and push myself to remember that i am stellar and deserved better—i deserved equity.

this is the moment in my career where i fully realized that i had to be own fiercest advocate. that was the moment that i decided to never assume that the company would see your worth—instead, it was always going to be on me to MAKE them to see it, or to go somewhere that would.
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