Catherine King: You said  "My argument is that using that term is not going
to bolster the argument for (rightly) focusing on such content. Rather, it
will only help solidify the sense (in the minds of policy-makers) that this
content is not worthwhile pursuing--it's fuzzy and "touchy-feely," and if
its non-cognitive, how can we **know** it or influence it in
education--which is about learning?"


But this is exactly the opposite of what has happened. In my earlier
messages on the Assessment list I reported that James Heckman, the Nobel
prize-winning economist was advising the Obama administration regarding the
ROI on early childhood education and he and his collaborators have been the
primary instigators of the now widely used term "non-cognitive" in
reference to education.


Then later I reported that the President's Council of Economic Advisors in a
2009 report, speaking about the ABE system, stated, “Although “interactive”
skills, such as effective communication and the ability to work well with
others, have not traditionally been studied, nor perhaps valued, by
educators, there is growing awareness of their importance for adult
success. Researchers have highlighted the growing importance of
“non-cognitive” skills in the labor market and argue that a range of
behaviors that reflect “greater student self-awareness, self-monitoring,
and self-control” are key indicators that students are able to effectively
learn and succeed in a modern post-secondary environment.” (p. 10)


So it appears that economists who advise the Obama administration regarding
policy for education at both the early childhood and adult education levels
are already using the term "non-cognitive" and in fact they appear to be
advising educators to value these "skills" more.


It is within this policy and research context that I discuss cognitive and
non-cognitive factors in the education of adults and children. I use Leo
Lionni's books, not only because they are examples of beautiful art for
children, but because they bring up important values that illustrate what
the economic researchers and policy advisors to the President are now
emphasing as important in education.


I am finding all this quite interesting!


Tom Sticht