Some argue that all students should take courses in basic logic. At Otago University any student, from any degree course, can take ‘Critical Thinking’. If it’s a good course,1 as I suspect it is, they should.
In an earlier advisory essay I wrote that one thing all students should get out of university is to be self-learners. Another would be critical thinking. It ought to be part of every student’s repertoire.
At Otago University, PHIL 105, Critical Thinking, has the interesting honour of being the only course in the university that can be accredited to any degree course. (I’d be keen to hear readers suggest any others that could perhaps be made available to all degrees,2 or if a similar practice exists in other universities.)
The description of PHIL 105 reads:
This paper aims to educate students in clear thinking and rational argument. Topics covered include: how to sort out good arguments from bad ones; techniques for testing the validity of an argument; common fallacies of argument; and the distinction between science and pseudoscience.
Or, from the prescription:
The ideas of reason, truth and argument. What are the limits of argument? Common fallacies of reasoning. Traditional logic and its limitations. Modern logic. Non-deductive reasoning.
Dr Maclaurin (Head of the department of Philosophy) teaches the course with Associate Professor Heather Dyke.
I imagine it’s a great course to teach. You’d get a chance to dissect and smack down your favourite pieces of illogic! According to Assoc. Prof., interviewed by Mr. Bertram for D-Scene:
’Bullsh*t detection is what we teach.’
Presumably that’s metaphorical… you’d like to think it doesn’t involve field trips to paddocks to locate steaming piles.
Mr Bertram writes that in the past her students have looked at the Moon Hoax conspiracy, and have worked through all of the arguments against man having landed on the moon. (C’mon, that flag fluttered in a near-vaccum! Hehe. Seriously, it moved in pendulum-fashion after being touched by one of the astronauts.)
Like many scientists, I’ve never formally studied philosophy. Most scientists pick up a fair bit through reading other scientists’ reasoning and the school of hard knocks, i.e. the criticism of their peers.
Now I’ve said that, I imagine some well-trained PHIL 105 students will be waiting to tear me to pieces!
There has been past discussion at Sciblogs and elsewhere on the need for more teaching of evolution science in medicine, by Alison and Hilary. I worry the issue is broader, relating to needing more teaching of ’the scientific method’, how scientific reasoning works and what is considered sound research practices in human biology and biological science. A part of this is just basic, sound logic: critical thinking in other words.
A number of doctors tout things that aren’t sound science. Some of the doctors that Orac frequently rallies against are particularly obvious examples. You’d wonder if learning better critical thinking might have prevented at least their more egregious errors.
There is more to ’the scientific method’ than logic. While many of us enjoy using “pure reasoning” to try “connect the dots”, at some point you’ve got to sit down and figure out how to test the hypotheses (ideas) so that they can be shown to others, and to do the practical work involved. The reality is that the practical work takes the bulk of the time. But you still need sound argument and critical thinking!
Looking at life more generally, sound logic is important to make decisions that genuinely address whatever problem you’re facing, without getting trapped by marketing jingles and emotive arguments. This applies to everything from business decisions, to “doing right by your kids” to whatever.
It even applies in blog comments! Some of the illogical arguments I’ve see in the comments of blogs sometimes make me want to give up blogs. Certainly they make me sigh in exasperation.
I’m all behind the principle of opening this course to everyone attending university. Critical thinking ought to be a universal tool in any university student’s toolbox.
2. An idle–and idealistic–thought would be for all science students (medical students included) to be required to attend an introductory course covering the history and development of the scientific method, with it open to those outside science as an optional course. Having written this, there does sound as if there is some overlap with the PHIL 105 course in that it apparently looks at what distinguishes science and pseudo-science.
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