A thoughtful examination of how minds work.
An exploration of the richness of neurodiversity.
In her memoir Thinking in Pictures, Grandin, who was not formally diagnosed with autism until she was an adult, defined herself as a visual thinker, a concept she expands in her latest examination of neurodiverse minds. “The world,” she writes, “comes to me in a series of associated visual images, like scrolling through Google images or watching the short videos on Instagram or TikTok.” Drawing on her own experiences and research as well as the findings of psychologists, neuroscientists, animal behaviorists, and educators, the author argues persuasively for the need to encourage visual and spatial thinkers who can make crucial contributions to engineering, problem-solving, inventing, and creating. Because education privileges verbal thinkers by assessing learning through written tests, and because curricula have dropped “hands-on” classes such as shop, mechanics, and home economics, Grandin asserts that visual thinkers are neither identified nor given adequate resources to develop their talents and skills. In fact, their difficulty with verbal thinking often relegates them to remedial classes. Grandin reveals, however, that many innovators in the arts and sciences and in technology were visual and spatial thinkers—and likely also on the autism spectrum— including Thomas Edison, Michelangelo, Alan Turing, Bill Gates, Steve Jobs, Elon Musk, and Albert Einstein. “Genius,” she writes, “requires not only intelligence and creativity but divergent thinking as well.” Grandin cites research to support the idea that combining people with different neurological strengths makes a team more successful than one composed of homogeneous thinkers. Some famous collaborators, such as Richard Rodgers and Oscar Hammerstein, serve as evidence of the brilliance that results when “a verbal thinker and a spatial thinker” work together. This book itself serves as another example of a fruitful collaboration: The author submits her work to her editor and co-author, Lerner, a verbal thinker and “the master organizer of information,” who “teases out the stories behind my technical writing” and gives it shape and coherence.
A thoughtful examination of how minds work.Pub Date: Oct. 11, 2022
ISBN: 978-0593418369
Page Count: 320
Publisher: Riverhead
Review Posted Online: July 29, 2022
Kirkus Reviews Issue: Sept. 1, 2022
BOOK REVIEW
BOOK REVIEW
BOOK REVIEW
American schools at every level, from kindergarten to postgraduate programs, have substituted ideological indoctrination for education, charges conservative think-tanker Sowell (Senior Fellow/Hoover Institution; Preferential Polices, 1990, etc.) in this aggressive attack on the contemporary educational establishment. Sowell's quarrel with "values clarification" programs (like sex education, death-sensitizing, and antiwar "brainwashing") isn't that he disagrees with their positions but, rather, that they divert time and resources from the kind of training in intellectual analysis that makes students capable of reasoning for themselves. Contending that the values clarification programs inspired by his archvillain, psychotherapist Carl Rogers, actually inculcate values confusion, Sowell argues that the universal demand for relevance and sensitivity to the whole student has led public schools to abdicate their responsibility to such educational ideals as experience and maturity. On the subject of higher education, Sowell moves to more familiar ground, ascribing the declining quality of classroom instruction to the insatiable appetite of tangentially related research budgets and bloated athletic programs (to which an entire chapter, largely irrelevant to the book's broader argument, is devoted). The evidence offered for these propositions isn't likely to change many minds, since it's so inveterately anecdotal (for example, a call for more stringent curriculum requirements is bolstered by the news that Brooke Shields graduated from Princeton without taking any courses in economics, math, biology, chemistry, history, sociology, or government) and injudiciously applied (Sowell's dismissal of student evaluations as responsible data in judging a professor's classroom performance immediately follows his use of comments from student evaluations to document the general inadequacy of college teaching). All in all, the details of Sowell's indictment—that not only can't Johnny think, but "Johnny doesn't know what thinking is"—are more entertaining than persuasive or new.
Pub Date: Jan. 4, 1993
ISBN: 0-02-930330-3
Page Count: 400
Publisher: Free Press
Review Posted Online: May 19, 2010
Kirkus Reviews Issue: Nov. 1, 1992
BOOK REVIEW
BOOK REVIEW
BOOK REVIEW
The sub-title of this book is "Reflections on Education with Special Reference to the Teaching of English in the Upper Forms of Schools." But one finds in it little about education, and less about the teaching of English. Nor is this volume a defense of the Christian faith similar to other books from the pen of C. S. Lewis. The three lectures comprising the book are rather rambling talks about life and literature and philosophy. Those who have come to expect from Lewis penetrating satire and a subtle sense of humor, used to buttress a real Christian faith, will be disappointed.
Pub Date: April 8, 1947
ISBN: 1609421477
Page Count: -
Publisher: Macmillan
Review Posted Online: Oct. 17, 2011
Kirkus Reviews Issue: April 1, 1947
© Copyright 2025 Kirkus Media LLC. All Rights Reserved.
Follow
Popular in this Genre
We can’t wait for you to join Kirkus!
It’s free and takes less than 10 seconds!
Already have an account? Log in.
OR
Sign in with GoogleTrouble signing in? Retrieve credentials.
Welcome Back!
OR
Sign in with GoogleTrouble signing in? Retrieve credentials.
