How to Teach the Twelve Cognitive Processes 129 causation needs to be learned. This, too, can depend on the particu- lar domain of inquiry. Reasoning from all this takes practice as well. Determining cause is a critical cognitive process that underlies nearly all thinking. HOW TO TEACH JUDGMENT How do we get good at making a judgment? Judgments are a kind of prediction, of course. When a judge sentences a criminal, he is, in a sense, making a prediction about what will happen in the rest of this person’s life. But he also is making decision that is no way a predic- tion, but simply serves as punishment. Similarly, when we decide that a certain restaurant is our favorite, we are predicting something about how much we will enjoy future experiences, but we also are making a decision that may or may not matter to others, that is, a recom- mendation. Recommendations are also predictions, but they have a different feel. When a boss decides whom to promote, he is predicting something about future behavior but, again, the prediction isn’t the key point. A judgment is a decision that has some import. Nevertheless, as different as judgments and predictions may or may not be, the process of teaching them is identical. Good judg- ment is learned by making judgments and analyzing the results or truth of those judgments as more information becomes available. Af- ter a judgment is made it too becomes one of one’s cases and stories. Cases about judgment can be learned only by making simple judg- ments and getting smarter about the process over time on the basis of experience. Judgments can be made in two ways that matter here. Either some- one can decide to do one thing versus another thing based on ethical, moral, avaricious, or emotional grounds, or for many other reasons. Judgments aren’t so different from decisions in this aspect. Teaching someone to make a judgment of this sort, between A and B, can be done by putting students in situations in which such judgments need to b