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Interesting discussion of "categorization," in general and in re humans and sex/gender (see NPR interview with Mattilda Bernstein Sycamore).  Brains inevitably categorize; the problem isn't that but the presumption that all characteristics covary reliably with the category and the assocation with the category of a normative judgement (see Deconstructing and reconstructing cultures and individuals) based on a preference for commonality/similarity (see end of Culture, brain, science, education: mtg thoughts).   Its interesting indeed to think more about categorization, how to help people understand both both its virtues and its problems, and how to perhaps better make use of classroom diversity (from Culture: "we should wholeheartedly embrace difference as the substrate for bringing new things into existence, and so not only welcome it at the outset but encourage its continuing development?").  

Interesting discussion too about Sudoku, games in general.  Why are some people "addicts," others turned off by games?  How could we deal with that in classrooms if we want to use games?  Should the point of playing games be to learn skills, to develop metacognitive awareness, simply to relax?  If we intend the second, what's the impact for people for whom games are intended to achieve the first or third?  Some games work better for some purposes, others for others.  Sudoku depends on a no-mistake approach, while other games depend on more overt risk-taking.

Probably related was a discussion of netlogo and other "formalization" activities that emphasize the value of creating "mind independent" procedures, recipes that can be followed "without thinking about it" (despite substantial "mindedness" in their construction.  How get people to learn to distinguish "reflection" from other aspects of learning, to appreciate the value of and develop their own skills at creating "mindless" understandings?  Metacognition can be encouraged by asking people imagine "seeing things through a different lens" but that doesn't yet quite get to the formalization process.

Suggested reading for discussion on Friday: Building a better teacher.