Think Like a Freak: The Authors of Freakonomics Offer to Retrain Your Brain

Authors: Stephen J. Dubner & Steven D. Levitt

Selection Requirement Checklist 

• Readability for 17 to 18 year old student (easy-intermediate-difficult)
  • The written prose is easy to comprehend, however the subject matter may be tough to digest for a young person who may be intimidated by the social sciences or economics.

 

• Less than 300 pages
  • 211 pages

 

• Speaker Price
  • Steven D. Levitt – appears negotiable; represented by The Harry Walker Agency (http://www.harrywalker.com/speaker/Steven-Levitt.cfm?Spea_ID=816); note: has spoken at 2 Ted conferences (2004 & 2008)
  • Stephen J. Dubner – appears negotiable; represented by The Harry Walker Agency (http://www.harrywalker.com/speaker/Stephen-Dubner.cfm?Spea_ID=827
  • Authors have spoken in tandem

 

• Easily adaptable across LSEM, disciplines, majors, etc.
  • In essence, Think Like a Freak presents a methodology for creative problem solving, which could be a benefit for any class or discipline.

 

• Current theme, current event
  • Think Like a Freak addresses macro topics and philosophical thought positions. As such the book does not connect specifically to any current affairs topic. However, the case studies presented in the book can be connected to major events on campus. For example, chapter 8 deals with persuasion. With the VP debates in October, a teacher could conduct an in class debate.

 

• Price less than $15
  • Paperback, $10.48 (Amazon.com)

 

• Promotes critical and/or creative thinking
  • Levitt and Dubner outline six (6) principles involved with thinking differently – humility (ch. 2), assessing the root of a problem (ch. 4), clearing your mind of pretense (ch. 5), utilizing incentives (ch. 6), developing creative solutions (ch. 7), and the art of persuasion (ch. 8).

 

• How to incorporate into LSEM class
  • Think Like a Freak works from the assumption that the reader has a firm understanding of the tenets of scientific method, and some principles social science. I think an LSEM teacher may need to spend a class or two, making sure the class understands those “basic” principles. From that point a teacher could set up in discussions about specific chapters and explore the case studies.

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