NDLI: Teaching Psychology Students to Distinguish Science from Pseudoscience: Pitfalls and Rewards

Content Provider	Semantic Scholar
Author	Lilienfeld, Scott O.
Copyright Year	2004
Abstract	One of our principal goals as educators is to imbue our students with an understanding and appreciation of critical thinking. But what is critical thinking, anyway? A precise answer remains elusive. Nevertheless, it’s safe to say that much, if not all, of critical thinking as applied to psychology is nothing other than scientific thinking. Scientific thinking, in turn, is thinking that counteracts cognitive biases, such as confirmatory bias and hindsight bias, which can lead us to draw subjectively compelling but erroneous conclusions. That is, critical (scientific) thinking is an armamentarium of skills that help prevent us from fooling ourselves. As the Nobel-prize winning physicist Richard Feynman (1985) reminded us, science forces us to bend over backwards to prove ourselves wrong. Although far from perfect, science is the best mechanism humans have developed for filtering out errors in thinking. The essence of science is self-correction.
File Format	PDF HTM / HTML
Alternate Webpage(s)	http://www.lscp.net/persons/dupoux/teaching/JOURNEE_AUTOMNE_CogMaster_2011-12/docs/Lilienfeld_2004_Teaching_PseudoScience.pdf
Alternate Webpage(s)	http://www.lscp.net/persons/dupoux/teaching/JOURNEE_AUTOMNE_CogMaster_2012-13/docs/Lilienfeld_2004_Teaching_PseudoScience.pdf
Alternate Webpage(s)	http://www.lscp.net/persons/dupoux/teaching/JOURNEE_AUTOMNE_CogMaster_2013-14/docs/Lilienfeld_2004_Teaching_PseudoScience.pdf
Alternate Webpage(s)	http://www.lscp.net/persons/dupoux/teaching/JOURNEE_AUTOMNE_CogMaster_2014-15/docs/Lilienfeld_2004_Teaching_PseudoScience.pdf
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article

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