Topoi 37 (1):93-102 (2018)
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Abstract |
Critical thinking is often taught with some emphasis on categories and operations of cognitive biases. The underlying thought is that knowledge of biases equips students to reduce them. The empirical evidence, however, doesn’t provide much support for this thought. We have previously argued that the emphasis on debiasing in critical thinking education is worth preserving, but in light of a more explicit and broader conception of debiasing. We now argue that this broader conception of debiasing strategies obliges critical thinking instructors and curriculum designers to reflect on the teaching approaches that might facilitate the use of those strategies. We propose some teaching techniques to expand the scope of debiasing in the classroom—some untested, some only rarely and recently characterized as critical thinking strategies, rather than as pragmatic considerations in, e.g., design, engineering, marketing. These methods and others like them, we suggest, broaden the prospects for teaching a range of effective critical thinking techniques for debiasing.
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Keywords | Critical thinking Education Bias Debiasing Nudges |
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DOI | 10.1007/s11245-016-9398-8 |
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References found in this work BETA
The Weirdest People in the World?Joseph Henrich, Steven J. Heine & Ara Norenzayan - 2010 - Behavioral and Brain Sciences 33 (2-3):61-83.
Critical Thinking Education and Debiasing.Tim Kenyon & Guillaume Beaulac - 2014 - Informal Logic 34 (4):341-363.
A Plea for Anti-Anti-Individualism: How Oversimple Psychology Misleads Social Policy.Alex Madva - 2016 - Ergo: An Open Access Journal of Philosophy 3:701-728.
Théories À Processus Duaux Et Théories de L’Éducation : Le Cas de L’Enseignement de la Pensée Critique Et de la Logique.Guillaume Beaulac & Serge Robert - 2011 - Les Ateliers de L’Ethique 6 (1):63-77.
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