Contributors
Eamonn Callan is the Pigott Family Professor in Education and Associate Dean for Academic and Student Affairs at Stanford University. He was previously at the University of Alberta in Canada. Professor Callan is a philosopher of education whose work draws heavily on contemporary moral and political theory. His principal interests are in civic and moral education, and in the application of theories of justice and democracy to problems in educational policy and practice. His publications include Creating Citizens (1997).
Tina Grotzer is an Assistant Professor at the Harvard Graduate School of Education, a faculty member at the Center for Health and the Global Environment at Harvard Medical School, and a Principal Investigator at Harvard’s Project Zero where she directs the Understandings of Consequence Project. She is a cognitive scientist whose work considers how causal reasoning impacts understanding in K-12 science as well as how to best frame scientific research for public understanding given the causal default assumptions that people make. Her publications include an extensive review of the research on the development of complex causal understanding, published in Studies in Science Education, and Causal Patterns in Science, a curriculum series focused on engendering deep understanding in middle school science.
Jerome Kagan is a Daniel and Amy Starch Professor of Psychology Emeritus at Harvard University, where he is also Codirector Emeritus of the MIND_BRAIN Initiative. His research, on the cognitive and emotional development of a child during the first decade of life, focuses on the origins of temperament. He has tracked the development of inhibited and uninhibited children from infancy to adolescence. His recent books include Three Cultures (forthcoming, 2009) and What is Emotion? (2007). He is a Fellow of the American Ƶ of Arts and Sciences.
Richard E. Nisbett is the Theodore M. Newcomb Distinguished University Professor and the Co-Director of the Culture and Cognition Program at the University of Michigan. His research interests have focused primarily on how laypeople reason and make inferences about the world. Earlier work was concerned with inductive inference, causal reasoning and covariation detection. A subsequent line of work showed that peoples’ reasoning was surprisingly subject to correction by training in statistics, logic, cost-benefit analysis, and “pragmatic reasoning schemas.” His publications include The Geography of Thought: How Asians and Westerners Think Differently…and Why (2003) and Culture of Honor: The Psychology of Violence in the South (1996). He is a Fellow of the American Ƶ of Arts and Sciences.
David N. Perkins is a Senior Professor of Education and a founding member of Project Zero, at the Harvard Graduate School of Education. Professor Perkins was Codirector of Project Zero for more than 25 years and is now Senior Codirector and a member of the steering committee. He has published a number of books related to thinking and education, including Smart Schools: From Training Memories to Educating Minds (1992), The Eureka Effect: The Art and Logic of Breakthrough Thinking (2001), King Arthur’s Round Table: How Collaborative Conversations Create Smart Organizations (2003), and Making Learning Whole: How Seven Principles of Teaching Can Transform Education (forthcoming).
Lee S. Shulman is President Emeritus of the Carnegie Foundation for the Advancement of Teaching and the Charles E. Ducommun Professor of Education Emeritus at Stanford University. Shulman’s research and writings have dealt with the study of teaching and teacher education; the growth of knowledge among those learning to teach; the assessment of teaching; medical education; the psychology of instruction in science, mathematics and medicine; the logic of educational research; and the quality of teaching in higher education. His recent publications include Educating Lawyers: Preparation for the Profession of Law (2007) and The Wisdom of Practice: Essays on Teaching, Learning, and Learning to Teach (2004). He is a Fellow of the American Ƶ of Arts and Sciences.