As a parent, you could be asking yourself if investing the time in researching the site at all is really essential to the future success of your son or daughter. After all, if your child received good grades throughout school and appears to have little trouble being accepted into a number of colleges – then why bother with any of this? Their academic path is basically set. Maybe you firmly believe that you and your children just don’t need to be all that concerned with the concepts of critical thinking and independent thought.

At Extremeavarice.com, we can only put the included relevant information and resources in front of you to use at your own free discretion.  It is blatantly obvious that our school systems – and particularly our institutions of supposed higher education – are failing miserably in the process of properly instructing our children in these vital areas.

If you are convinced your son or daughter could benefit by taking the necessary steps to improve on their critical thinking and independent thought processes, then please help them in whatever ways you believe to be best. You know your children better than anyone.

We leave you with these words of wisdom from Thomas Sowell.  Titled “Good Teachers,” this portion of his short essay in the Thomas Sowell Reader speaks volumes in regard to the necessity of thinking it through.

“My own experience as an undergraduate at Harvard was completely consistent with what I later learned as a teacher. One of my teachers – Professor Arthur Smithies – was a highly respected scholar but was widely regarded as a terrible teacher. Yet what he taught me has stayed with me for more than 40 years and his class determined the course of my future career.”

 “Nobody observing Professor Smithies in class was likely to be impressed by his performance. He sort of drifted into the room, almost as if he had arrived there by accident. During talks – lectures would be too strong a word – he often paused to look out the window and seemingly became fascinated by the traffic in Harvard Square.”

“But Smithies not only taught us particular things. He got us to think – often by questioning us in a way that forced us to follow out the logic of what we were saying to its ultimate conclusion. Often some policy that sounded wonderful, if you looked only at the immediate results, would turn out to be counterproductive if you followed your own logic beyond stage one.”

“In later years, I would realize that many disastrous policies had been created by thinking no further than stage one. Getting students to think systematically beyond stage one was a lifetime contribution to their understanding.”