Location

University of Windsor

Document Type

Paper

Keywords

biases, counterfactual meta-cognition, critical thinking instruction, false polarization, teaching and learning activity

Start Date

22-5-2013 9:00 AM

End Date

25-5-2013 5:00 PM

Abstract

We present empirical evidence from social psychological research which suggests that standard methods (“show & tell”) employed when teaching the heuristics and biases program in the context of critical thinking (CT) instruction are likelier to facilitate the discernment and correction of biases in others’ reasoning than to have a similar effect in the self-monitoring case. Exemplified by the social phenomenon of false polarization, we suggest that CT instruction may be improved by fostering student’s abilities at counterfactual meta-cognition, and present a corresponding teaching and learning activity.

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

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Philosophy Commons

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May 22nd, 9:00 AM May 25th, 5:00 PM

Know thy biases! Bringing argumentative virtues to the classroom

University of Windsor

We present empirical evidence from social psychological research which suggests that standard methods (“show & tell”) employed when teaching the heuristics and biases program in the context of critical thinking (CT) instruction are likelier to facilitate the discernment and correction of biases in others’ reasoning than to have a similar effect in the self-monitoring case. Exemplified by the social phenomenon of false polarization, we suggest that CT instruction may be improved by fostering student’s abilities at counterfactual meta-cognition, and present a corresponding teaching and learning activity.