i. Intro

What We Do

We believe that, for the most part, the SAT* is a load of bull. Sadly, it’s not the only load that high school students have to trudge through, but it certainly is one of the smelliest. Instead of only complaining about the stench, like we did when we were in high school, we’ve come to realize that it’s a spectacular representation of other, much larger piles that we’ve encountered later. This realization leads us to believe that it’s possible (and even productive) to walk away from the SAT with more than whatever you couldn’t scrape off your shoe.

All metaphors aside, we seek a specific, educational experience. This experience revolves around our core belief that the best education is adaptive and empowering. A lesson is useless if students cannot relate to it, and it’s counterproductive if it does not stimulate. We promote an approach to obstacles like the SAT not as unique phenomenon, but as mere occasions to practice overcoming challenges. This approach responds fluidly to any challenge. By approaching obstacles with a broader perspective, students can find stimulation in the obstacles’ context where it cannot be found in their content.

At best, this book is a filter. On Insight is designed to restrict the more noxious fumes emanating from any environment as stifling as standardized testing.

How We Do

Many qualities of effective practice defy simple, verbal descriptions. Because this book is meant to be short and immediately practical to a wide audience, this isn't the time or space for a grand elaboration of vague concepts. We're here to cut to the chase. If you're looking for lengthier (or at least different) descriptions of what we're talking about, check out the recommended reading list on the last page. The authors on that list inspired our approach to writing this book. We are gratefully indebted to their insights.

Occasionally, we will hold up two seemingly synonymous terms and contrast them**. Consider, for example, our differing uses of "fast" and "quick". In this book, "fast" embodies all the negative elements of speed (being in a hurry, making stupid mistakes, extra stress, wasting energy, etc). "Quick" embodies speed's positive elements (efficient use of time, increased confidence level, etc). Of course, these terms could be switched; working "fast" could just as well be considered a positive thing. But that's beside the point. Our goal is to structure language in such a way that it reinforces the topics we discuss.

* The SAT is a registered trademark of the College Entrance Examination Board, which neither endorses nor sponsors this book.  They probably haven't even heard of us.  If they have, we're confident that they don't approve.  That's cool with us; we're not too stoked on them either.

**Our uses of "milestone" / "goal" and "obstacle" / "challenge" are other examples of warping language to suit our selfish purposes.