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    In the book The Best Little Girl in the World, Kessa has a serious eating disorder (进食障碍) called anorexia nervosa. But she is not alone. Many people have this eating disorder.

    In the beginning of her story, Kessa is a normal 15-year-old girl. She is good at many things, especially dancing. She has danced for many years and loves it. One day her dance teacher tells her to continue eating right, but maybe lose a few pounds. Once Kessa hears this, she takes things too far. Instead of cutting down on snacks and junk food, she decides not to eat at all. She does not eat breakfast, lunch, or dinner. She begins losing weight and becomes slimmer (更加苗条的) and slimmer. But she loses weight to a point where she is unhealthy.

    As her poor eating habits continue, her parents start getting as much help as possible to cure (治疗) their beautiful daughter. But it is just as hard for Kessa's parents to deal with her disorder as it is for her.

    Every day she exercises to lose more pounds and plans what and when she will eat. Her parents try everything, but Kessa decides not to have any fat on her body.

    Kessa's doctor and parents finally take her to the hospital. She is now so thin that she can hardly walk. There, she is given good care.

    In the rest of the book, Kessa goes through a lot of trouble in order to cure her eating disorder. This book, I think, can help to prevent people from doing this to themselves. It shows the trouble that people go through just to be slimmer, and all the terrible things they must experience to be cured. It is a book I think every teenager should read.

    Curiosity is what drives us to keep learning, keep trying, keep pushing forward. But how does one generate (产生) curiosity, in oneself or others? George Loewenstein, a professor of psychology at Carnegie Mellon University, offered an answer in the classic1994 paper, "The Psychology of Curiosity."

    Curiosity arises, Loewenstein wrote, "when attention becomes focused on a gap in one's knowledge. Such information gaps produce the feeling of deprivation (匮乏) labeled curiosity. The curious individual is motivated to obtain the missing information to reduce the feeling of deprivation." Loewenstein's theory helps explain why curiosity is such a force: it's not only a mental state but also an emotion, a powerful feeling that drives us forward.

    Scientist Daniel Willingham notes that teachers are often "so eager to get to the answer that we do not devote enough time to developing the question." Yet it's the question that stimulates (刺激) curiosity; being told an answer stops curiosity before it can even get going.

    In his 1994 paper, George Loewenstein noted that curiosity requires some basic knowledge. We're not curious about something we know absolutely nothing about. But as soon as we know even a little bit, our curiosity is aroused and we want to learn more. In fact, research shows that curiosity increases with knowledge: the more we know, the more we want to know. To get this process started, Loewenstein suggests, take steps with some interesting but incomplete information.

    Language teachers have long used communication in exercises that open an information gap and then require learners to communicate with each other in order to fill it. For example, one student might be given a series of pictures for the beginning of the story, while the student's partner is given a series of pictures showing how that same story ends. Only by speaking with each other (in the foreign language they are learning, of course) can the students fill in each others' information gaps.

"Assume you are wrong." The advice came from Brian Nosek, a psychology professor, who was offering a strategy for pursuing better science.

To understand the context for Nosek's advice, we need to take a step back to the nature of science itself. You see despite what many of us learned in elementary school, there is no single scientific method. Just as scientific theories become elaborated and change, so do scientific methods.

But methodological reform hasn't come without some fretting and friction. Nasty things have been said by and about methodological reformers. Few people like having the value of their life's work called into question. On the other side, few people are good at voicing criticisms in kind and constructive ways. So, part of the challenge is figuring out how to bake critical self-reflection into the culture of science itself, so it unfolds as a welcome and integrated part of the process, and not an embarrassing sideshow.

What Nosek recommended was a strategy for changing the way we offer and respond to critique. Assuming you are right might be a motivating force, sustaining the enormous effort that conducting scientific work requires. But it also makes it easy to interpret criticisms as personal attacks. Beginning, instead, from the assumption you are wrong, a criticism is easier to interpret as a constructive suggestion for how to be less wrong—a goal that your critic presumably shares.

One worry about this approach is that it could be demoralizing for scientists. Striving to be less wrong might be a less effective motivation than the promise of being right. Another concern is that a strategy that works well within science could backfire when it comes to communicating science with the public. Without an appreciation for how science works, it's easy to take uncertainty or disagreements as marks against science, when in fact they reflect some of the very features of science that make it our best approach to reaching reliable conclusions about the world. Science is reliable because it responds to evidence: as the quantity and quality of our evidence improves, our theories can and should change, too.

Despite these worries, I like Nosek's suggestion because it builds in cognitive humility along with a sense that we can do better. It also builds in a sense of community—we're all in the same boat when it comes to falling short of getting things right.

Unfortunately, this still leaves us with an untested hypothesis （假说）: that assuming one is wrong can change community norms for the better, and ultimately support better science and even, perhaps, better decisions in life. I don't know if that's true. In fact, I should probably assume that it's wrong. But with the benefit of the scientific community and our best methodological tools, I hope we can get it less wrong, together.

Zach Conti, who is a student in Eastern Michigan University and joined the football team as a walk-on (临时队员) in 2020, has worked at several part-time jobs to pay for his education. Now he won't have to anymore.

"Football is something I really love, so ever since I got to school, I've had to do whatever it takes to stay here and stay in a good position with my studies and football," Conti said. "I have to do many jobs, but when you really want something, you won't feel bored."

While Conti's teammates would see him going to or coming back to work, they were very supportive. But Conti still had trouble paying for his education and his mother's medical bills. He was planning on leaving the university.

Brian Dooley, who would get a scholarship, couldn't see that happen and decided to help his teammate. He told head coach Chris Creighton about the thing. Creighton went to see if an additional scholarship could be given out. The school allowed the team to give out five scholarships and another one was not allowed. Then Dooley went to the coach with a special request.

"Brian Dooley comes into my office," Creighton said during a team meeting on August 3. "And he says, ‘Coach, Conti should get a scholarship. And I've talked this over with my family. And if there's a way to make this happen, I am willing to give up my scholarship as a gift to Conti.'" That's when Dooley walked over to Conti and handed him an envelope with the scholarship inside.

Dooley explained the reason for helping his teammate "I did it because I've seen Conti grow over the long time. It would be a great pity if he walked away from something that he loves. He works so hard. In my eyes, he should get it 100 percent."