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Guillaume Beaulac
Concordia University
  1. Critical Thinking Education and Debiasing.Tim Kenyon & Guillaume Beaulac - 2014 - Informal Logic 34 (4):341-363.
    There are empirical grounds to doubt the effectiveness of a common and intuitive approach to teaching debiasing strategies in critical thinking courses. We summarize some of the grounds before suggesting a broader taxonomy of debiasing strategies. This four-level taxonomy enables a useful diagnosis of biasing factors and situations, and illuminates more strategies for more effective bias mitigation located in the shaping of situational factors and reasoning infrastructure—sometimes called “nudges” in the literature. The question, we contend, then becomes how best to (...)
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  2. Fair Numbers: What Data Can and Cannot Tell Us About the Underrepresentation of Women in Philosophy.Yann Benétreau-Dupin & Guillaume Beaulac - 2015 - Ergo: An Open Access Journal of Philosophy 2:59-81.
    The low representation (< 30%) of women in philosophy in English-speaking countries has generated much discussion, both in academic circles and the public sphere. It is sometimes suggested (Haslanger 2009) that unconscious biases, acting at every level in the field, may be grounded in gendered schemas of philosophers and in the discipline more widely, and that actions to make philosophy a more welcoming place for women should address such schemas. However, existing data are too limited to fully warrant such an (...)
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  3. 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'éthique/The Ethics Forum 6 (1):63-77.
    Many theories about the teaching of logic and critical thinking take for granted that theoretical learning, the learning of formal rules for example, and its practical application are sufficient to master the tools taught and to take the habit of using them. However, this way of teaching is not efficient, a conclusion supported by much work in cognitive science. Approaching cognition evolutionarily with dual-process theories allows for an explanation of these insufficiencies and offers clues on how we could teach critical (...)
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  4. Wikipedia et la reconnaissance de la spécialisation.Guillaume Beaulac - 2010 - Cahiers de L’Institut des Sciences Cognitives 1:59-63.
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    The Concept of the Moral Domain in Moral Foundations Theory and Cognitive Developmental Theory: Horses for Courses?Bruce Maxwell & Guillaume Beaulac - 2013 - Journal of Moral Education 42 (3):360-382.
    Moral foundations theory chastises cognitive developmental theory for having foisted on moral psychology a restrictive conception of the moral domain which involves arbitrarily elevating the values of justice and caring. The account of this negative influence on moral psychology, referred to in the moral foundations theory literature as the ?great narrowing?, involves several interrelated claims concerning the scope of the moral domain construct in cognitive moral developmentalism, the procedure by which it was initially elaborated, its empirical grounds and the influence (...)
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    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.
    Plusieurs théories de l’enseignement de la logique et de la pensée critique prennent pour acquis que l’apprentissage théorique, celui des règles formelles par exemple, et son application pratique sont suffisants pour maîtriser les outils enseignés et pour prendre l’habitude de les mettre en usage. Toutefois, tout indique que cet enseignement n’est pas efficace, une conclusion supportée par plusieurs travaux en sciences cognitives. Approcher l’étude de la cognition évolutionnairement avec les théories à processus duaux permet une explication de ces insuffisances, tout (...)
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  7.  23
    The Scope of Debiasing in the Classroom.Guillaume Beaulac & Tim Kenyon - 2018 - Topoi 37 (1):93-102.
    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 (...)
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  8.  64
    Va Savoir! De la Connaissance En Général -- Pascal Engel. [REVIEW]Guillaume Beaulac & Pierre Poirier - 2009 - Dialogue 48 (1):217-221.
  9.  32
    Le véritable retour des définitions.Pierre Poirier & Guillaume Beaulac - 2011 - Dialogue 50 (1):153-164.
    In our critical review of Doing without Concepts, we argue that although the heterogeneity hypothesis (according to which exemplars, prototypes and theories are natural kinds that should replace ‘concept’) may end fruitless debates in the psychology of concepts, Edouard Machery did not anticipate one consequence of his suggestion: Definitions now acquire a new status as another one of the bodies of information replacing ‘concept’. In order to support our hypothesis, we invoke dual-process models to suggest that prototypes, exemplars and theories (...)
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    A Two Speed Mind? For a Heuristic Interpretation of Dual-Process Theories (L'esprit À Deux Vitesses ? Pour Une Interprétation Heuristique des Théories À Processus Duaux).Guillaume Beaulac - 2010 - Dissertation, Université du Québec À Montréal
    This dissertation is devoted to dual-process theories, widely discussed in the recent literature in cognitive science. The author argues for a significantly modified version of the account suggested by Samuels (2009), replacing the distinction between ‘Systems’ with a distinction between ‘Types of processes,’ which allows a critique of both the (only) modularist accounts and the accounts describing a deep difference between two systems each having their specificities (functional, phenomenological and neurological). In the account of dual-process theories developed here, the distinction (...)
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  11.  51
    Language, Mind, and Cognitive Science: Remarks on Theories of the Language-Cognition Relationships in Human Minds.Guillaume Beaulac - 2014 - Dissertation, University of Western Ontario
    My dissertation establishes the basis for a systematic outlook on the role language plays in human cognition. It is an investigation based on a cognitive conception of language, as opposed to communicative conceptions, viz. those that suppose that language plays no role in cognition. I focus, in Chapter 2, on three paradigmatic theories adopting this perspective, each offering different views on how language contributes to or changes cognition. -/- In Chapter 3, I criticize current views held by dual-process theorists, and (...)
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  12. No Title Available: Dialogue.Guillaume Beaulac - 2009 - Dialogue 48 (1):217-221.
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