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Although there is little conclusive evidence to support some of the more outrageous claims being made, there is at least a distinct possibility that while information is everywhere, knowledge is declining and technology is to blame.

So perhaps what is more important is not whether technology is making us stupid but if educational systems need to shift from teaching us what to think, to showing us how to think

In terms of what this means for education, psychologist Robert Bjork and his team at UCLA have been investigating what they call “desirable difficulties”. A desirable difficulty is a feature of a learning situation that is deliberately made more challenging to enhance learning.

Kahneman’s research on dual process theory suggests we mostly rely on what he calls “system one” thinking. That is thinking that is fast, efficient, mostly automated, and very good at detecting patterns, relying on short cuts or heuristics wherever possible. “System two”, on the other hand, requires slow, deliberate thought and is much more taxing of cognitive resources. System two is where the heavy lifting is done.