Jessica Cole

Tag: psychology

  • The Socratic Paradox

    The Socratic Paradox

    Today I write from the ever bustling airport, the ultimate people watching spot.

    I found myself considering the thousands of separate realities that others exist in. As I am sure you have also noticed, the majority of the public tend to be absorbed by their devices, constantly- regardless if they’re walking, sitting, standing, running, etc. They are sucked in to screens. It’s almost their second reality, their never-ending dopamine fix. So, what is this constant use doing to us?

    Socrates once famously claimed that wisdom begins with acknowledging one’s own ignorance. In 2025, this principle takes on new significance. We’ve mastered the knack of recognizing what we don’t know; our questions are sharper and more frequent than ever. Yet, as recent neuroscientific research reveals, our capacity for deep understanding may be eroding.

    We’re armed with AI-powered tools that can respond to complex queries, yet studies show that 80% of workers suffer from ‘information overload’. Our brains, designed to handle 3-4 items of information at once, are bombarded with up to 74 GB of data daily. This cognitive overload is reshaping our neural pathways, potentially at the cost of our ability to engage in sustained, deep thinking.

    The prefrontal cortex, particularly the dorsolateral and ventrolateral regions (DLPFC and VLPFC), plays a crucial role in controlling learning processes. These areas are responsible for selecting and manipulating goal-relevant information. However, when faced with an overwhelming amount of data, these regions can become overtaxed, leading to decreased efficiency in information processing and decision-making.

    This cognitive strain extends to the workplace, where the cost of information overload is staggering. Research indicates that cognitive overload costs the US economy about $900 billion annually. The implications are clear: our ability to ask sophisticated questions has outpaced our capacity to absorb and integrate the answers.

    To address this imbalance, we must cultivate a practice of “mindful inquiry” that combines the Socratic method with modern cognitive science:

    1. Pause to consider the depth of your question and your readiness to engage with the answer, aligning with the Socratic tradition of self-examination.
    2. Implement spaced repetition and active recall to reinforce learning and enhance long-term memory formation.
    3. Design learning experiences that reduce extraneous cognitive load, allowing for deeper processing and comprehension.
    4. Incorporate periods of ‘digital fasting’ to allow for reflection and knowledge consolidation. Give yourself a mental spa treatment.

    Moving forward, the integration of AI in learning presents both challenges and opportunities. AI-powered tutors could engage learners in adaptive Socratic dialogues, potentially revolutionizing the way we balance inquiry and absorption. However, we must remain vigilant against the risk of intellectual complacency that easy access to information might foster.

    In navigating this new landscape, our goal should be to harness both technology and wisdom from the past. By combining Socratic inquiry with neuroscience-backed learning strategies, we can evolve into knowledge vacuums, capable of not just posing insightful questions, but of deeply understanding and applying the answers we receive.

    The future of learning lies not in the volume of information we can access or the complexity of questions we can ask, but in our ability to transform that information into wisdom through thoughtful inquiry and absorption. Our next steps will shape not just our individual minds, but the collective intelligence of our species for generations to come.

    Perhaps the greatest wisdom lies in knowing not just how to ask, but how to listen, absorb, and integrate. The Socratic paradox of our age challenges us to be both humble in our questioning and diligent in our understanding, fostering a new kind of intellectual virtue that balances curiosity with contemplation.

    Jessica Cole

    This is a follow up thought chain to Asking Better Questions

    Works Cited:

    Friedlander, M. J., et al. (2013). Neuroscience and Learning: Implications for Teaching Practice. PMC.

    Rensselaer Polytechnic Institute. (2024). Information Overload Is a Personal and Societal Danger. RPI News.

    Structural Learning. (2024). How Neuroscience Informs Effective Learning Strategies.

    Ji, X. (2023). The Negative Psychological Effects of Information Overload. ERHSS, 9, 250-256.

    Moore, C. (2025). Is Cognitive Overload Ruining Your Employee Training? Cathy Moore’s Blog.

  • Asking Better Questions While Drowning in a Sea of Answers

    Asking Better Questions While Drowning in a Sea of Answers

    You’re sitting across from a student who’s scrolling through their phone, surrounded by more information than any generation before them. They’re asking sharp, insightful questions about the material, but when it comes time to explain what they’ve learned, there’s hesitation… a gap between inquiry and understanding. I’ve seen this pattern countless times in my five years as a tutor, and it mirrors something I notice in my work as an international market strategist. In both roles, asking the right questions is critical, but so is absorbing the answers and turning them into applicable insight.

    On one hand, we’ve honed our ability to ask incisive, probing questions – a skill historically celebrated as the hallmark of critical thinking. On the other, we’re inundated with a constant deluge of information that threatens to overwhelm our capacity to absorb, process, and retain knowledge. This paradox begs the question: Are we becoming masters of inquiry while simultaneously losing our grip on comprehension? It’s a question that feels deeply personal yet universal, and one that has enormous implications for how we learn, think, and innovate.

    Now, the power of a well-crafted question is undeniable. It can unlock doors to new realms of understanding, challenge long-held assumptions, and spark evolution. In boardrooms and classrooms alike, the ability to ask penetrating questions is revered as a sign of intellectual prowess. But today, the skill commonly exists in a vacuum, detached from the equally crucial ability to absorb and integrate the answers we receive.

    Take a moment to picture yourself standing in a vast library,  ceilings arching with archives beyond your wildest imagination. Surrounded by tomes of knowledge and the rich smell that only comes from paperbacks. At this point, you’ve mastered the art of asking the librarian for exactly the right book. But as soon as you open it, another book catches your eye, and another, and another. Before you know it, you’re drowning in a sea of open books, having read the first page of a hundred volumes but fully absorbed none.

    This metaphor aptly describes our current relationship with information. We’ve become adept at seeking out knowledge, but our ability to retain and process that knowledge is under siege.

    The constant bombardment of information we face daily has tangible effects on our brains. Neuroimaging studies reveal a troubling trend: internet searching can lead to reduced activation in brain regions associated with working memory. Our cognitive control centers are literally shrinking under the weight of information overload.

    This neurobiological shift has profound implications for how we learn and retain information. Our brains, overwhelmed by the constant influx of new data, struggle to consolidate short-term memories into long-term storage. The rapid-fire nature of online information promotes task-switching, making it increasingly difficult to focus deeply on any single piece of information. We’ve become accustomed to skimming rather than thoroughly understanding, knowing we can always “Google it again later.”

    Herein lies the crux of our modern cognitive dilemma: We’re asking better questions than ever before, but are we actually listening to the answers? Are we giving ourselves the time and mental space to absorb the knowledge we seek?

    Consider this: The average person spends over 5 hours a day on their smartphone. That’s nearly a third of our waking hours devoted to a device that constantly bombards us with information. In this context, even the most insightful question risks becoming just another drop in an ocean of data.

    To effectively utilize the power of questioning, we must pair it with intentional absorption. Some techniques to do this include:

    1. Before asking a question, pause. Are you prepared to truly listen to and reflect on the answer?
    2. After receiving information, give your brain time to process. Resist the urge to immediately seek more input.
    3. Set aside dedicated time for focused learning, free from the distractions of notifications and information streams.
    4. Regularly test your understanding by attempting to explain concepts in your own words, without referring back to the source.
    5. Look for ways to link new information with existing knowledge, creating a web of understanding rather than isolated facts.

    As we move forward in this information-rich landscape, it will be necessary for us to strive for a delicate balance. The art of asking good questions is invaluable, but it must be paired with the discipline of deep listening and reflection in order to be truly valuable.

    It is our job to develop a world for future generations where our capacity for inquiry is matched by our ability to absorb and integrate knowledge. Where each question asked is a seed planted in fertile soil, nurtured by reflection and allowed to grow into true enlightenment.

    Therein lies the challenge, and the opportunity before us. In mastering both the art of questioning and the science of absorption, we can transform ourselves from mere seekers of information into true cultivators of wisdom. Imagine what will happen once we accomplish this, what we will achieve.

    Works Cited:

    Carr, Nicholas. The Shallows: What the Internet Is Doing to Our Brains. W. W. Norton & Company, 2010.

    Firth, Joseph, et al. “The ‘Online Brain’: How the Internet May Be Changing Our Cognition.” World Psychiatry, vol. 18, no. 2, 2019, pp. 119-129.

    HomeGuru World. “How Asking Questions Helps You Learn in Class.” 2023.

    LINCS. “Deeper Learning through Questioning.” 2013.

    O Maringá. “Accelerating Knowledge Absorption.” 2023.

    Ophir, Eyal, et al. “Cognitive Control in Media Multitaskers.” Proceedings of the National Academy of Sciences, vol. 106, no. 37, 2009, pp. 15583-15587.

    Oxford Open Learning. “The Importance Of Asking Questions.” 2023.

    Thalheimer, Will. “The Learning Benefits of Questions.” 2014.

    Jessica Cole