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
This work is licensed under a Creative Commons Attribution 4.0 International License.
Response to Submission
Steve Oswald, Commentary on: Frank Zenker's "Know thy biases! Bringing argumentative virtues to the classroom"
Reader's Reactions
Steve Oswald, Commentary on: Frank Zenker's "Know thy biases! Bringing argumentative virtues to the classroom" (May 2013)
Included in
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.
