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In this retrospective honoring the exemplary psychologist Daniel Kahneman (1934–2024), the authors present a curated selection of quotes from the academic community reflecting on his ideas. These submissions, gathered from a wide range of scholars, highlight Kahneman's contributions to fields spanning attention, judgment, decision-making, and well-being. From his exploration of cognitive biases to his groundbreaking work on prospect theory, Kahneman's research revolutionized researchers' understanding of human behavior and decision-making. Beyond his research, many quotes also emphasize Kahneman's thoughts on what it means to be a behavioral scientist—focusing on a commitment to criticism, transparency, and adversarial collaboration; showcasing the dynamic nature of scientific inquiry across disciplinary divides; and highlighting his dedication to advancing the greater good. Together, these reflections paint a portrait of a visionary thinker whose theoretical and meta-scientific contributions have left an indelible mark on psychology and other social sciences. [ABSTRACT FROM AUTHOR]

Efficacious, effective teaching markedly impacts students' learning and academic achievement. How can we motivate teachers to feel efficacious, and hence teach effectively, amidst challenges? Our research introduced and tested the role of a 'teacher strategic mindset'—an orientation towards construing teaching challenges as opportunities to step back and consider new, potentially more effective strategies. Teachers who had this strategic mindset felt more efficacious, and in turn, were more likely to report engaging in self-regulated behaviours and metacognition (Study 1). Moreover, instilling this teacher strategic mindset through a brief, online intervention causally increased teachers' reported efficacy, and their intentions to engage in self-regulated behaviours and metacognition—specifically among those who had a growth mindset (Study 2). Beyond subject matter knowledge and pedagogical skills, a teacher strategic mindset has practical value in motivating efficacious and thus effective teaching. [ABSTRACT FROM AUTHOR]