What Learning Is Missing: Truth Judgments and Behavioral Information
What’s true—and what isn’t?
Students encounter more information than ever but how can they tell the difference between facts and opinions, and truths from falsehoods?
What should I trust and why?What should I learn next?
Learning is often framed as following a sequence set by someone else. Increasingly, students need to decide for themselves what’s worth understanding now, later, or not at all.
What actually matters for me to learn right now?How can I learn it?
Books, people, tools, experiences, and digital systems all offer different kinds of learning. Choosing how to learn something is as important as choosing what to learn.
What’s the best way for me to learn this?When (and how) should I participate?
Sharing ideas is easier than ever, but timing, context, and audience still matter. Not every thought needs to be posted, published, or performed.
Should I contribute here—and in what way?What should I do with what I know?
Knowledge has little value until it’s applied. Students need practice using what they know to make decisions, weigh tradeoffs, and act under real constraints.
Given what I know, what’s the best move?How do I direct my attention?
Attention quietly determines what gets learned, noticed, and acted on. In an always-on world, students are constantly pulled—by people, platforms, habits, incentives, and urgency—often without realizing it.
What shapes my attention?How do I keep my attention intact?