In a 2007 article for Educational Leadership, “The Essential Cognitive backpack” Mel Levine argues that high school graduates are missing the necessary “gear that ought to find its way into every graduates cognitive backpack”(17). In his article, Levine explains in four main sections what he calls “The four I’s [of his essential cognitive backpack…] Interpretation, Instrumentation, Interaction, and Inner Direction.”(17). In Levine’s first section of the article “Interpretation”, Levine begins his argument with an anecdote about a student who is struggling in college because in high school she depended on her good memorization skills rather than understanding concepts as a whole. First Levine states that students in high school are adapt to
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Levine then contends that as a result of “productivity in adult hood increasingly takes the form of projects”, those high schools should (grow) good project skills like “effective time management and the ability to prioritize” along with being able to figure out the most productive way to do things rather than thoughtlessly beginning projects without an idea of the full picture. Meanwhile Levine briefly notes that “kids nowadays tend to judge […] their educational experiences […] in terms of whether they are fun as opposed to interesting” (20). Consequently Levine mentions that students are less likely to explore things that don’t immediately grab their attention and that parents should teach their children working …show more content…
Levine expresses that “whether start-up adults are choosing a college major or charting a career course (or both), their decisions should be informed by insights into their own their own strengths, weaknesses, and affinities”. Also that those high schools should help students figure out who they are and what would best career choice for them. Next, Levine claims that young adults graduate with the lack of experience, wisdom, and judgement “when it comes to the real world of work” (22). For this purpose Levine contends that “All schools should stress career education, exposing students to the realities of careers, the rewards and the impasses, and the roller coaster-rides pervading every work life” (22). Levine shares that as a result of these students may come across new career choices they may not have opened their minds to
Levine then contends that as a result of “productivity in adult hood increasingly takes the form of projects”, those high schools should (grow) good project skills like “effective time management and the ability to prioritize” along with being able to figure out the most productive way to do things rather than thoughtlessly beginning projects without an idea of the full picture. Meanwhile Levine briefly notes that “kids nowadays tend to judge […] their educational experiences […] in terms of whether they are fun as opposed to interesting” (20). Consequently Levine mentions that students are less likely to explore things that don’t immediately grab their attention and that parents should teach their children working …show more content…
Levine expresses that “whether start-up adults are choosing a college major or charting a career course (or both), their decisions should be informed by insights into their own their own strengths, weaknesses, and affinities”. Also that those high schools should help students figure out who they are and what would best career choice for them. Next, Levine claims that young adults graduate with the lack of experience, wisdom, and judgement “when it comes to the real world of work” (22). For this purpose Levine contends that “All schools should stress career education, exposing students to the realities of careers, the rewards and the impasses, and the roller coaster-rides pervading every work life” (22). Levine shares that as a result of these students may come across new career choices they may not have opened their minds to