Tag Archives: critical thinking

Reflecting on rational thinking ‘2020’ style

8 Dec

As the strangest term I’ve ever experienced comes to an end I thought it might be good to resurrect my teaching rational thinking blog, and to consider how the last nine months have changed my views.

My interest in teaching rational thinking began back in 2004, which might not seem that long ago, but it’s worth remembering that iPhone wasn’t launched until 2007. So, I think it’s reasonable to say that in those 16 years the world has changed much more than most of us recognise. One example from academia rather nicely illustrates this change.

Back in 2004 if I wanted a copy of a journal article the easiest way to get it was to walk over to the university library, climb a ladder to find the volume of the journal that I wanted and take it down photocopy the relevant pages. This process relied on two key things in order to be successful, first that my university library subscribed to the journal I was looking for, and second that the last user had put the journal volume back in the right place !! In the event of either of these two things not working you had to fall back on an even older technology, the British Library request form. Fast forward sixteen years, and I ‘m now pretty surprised if there is anything that I can’t access direct from the mobile phone in my pocket. If you’d have told the me of 2004 how easy access to information would be in 2020 I’d have seen it as a huge boon to teaching rational thinking.

The flip side of this growth in freely available information is a collapse in the quality of public discourse over the same period. Whilst politicians have never been paragons of virtue, the average 2004 politician would go out of their way to avoid being caught in an obvious lie, whereas today being in possession of ‘alternative facts’ seems to be the standard operating procedure for almost all politicians. This growth in politicians willing to be ‘economical with the truth’ has been paralleled by the enormous growth of on-line news outlets willing to turn a blind-eye what in 2004 would have been seen as resignation-worthy behaviour.

We thus find ourselves in the paradoxical situation that the growth in freely available information (that in 2004 I would have guessed would have boosted rational thinking), has had little impact and I now believe that the teaching of rational thinking is even more important than it was in 2020.

I’m going to aim to post something every week, from now on, illustrating how I think we can best go about boosting rational thinking skills, but in the interim you might want to have a look back at my older posts. FOr my new posts I shall try to take a leaf out of my younger colleagues books and post more video, rather than my usual ‘text-heavy’ posts.

Rational Thinking about what’s happening in the USA

8 Mar

“Democracy cannot succeed unless those who express their choice are prepared to choose wisely. The real safeguard of democracy, therefore, is education.”  Franklin D. Roosevelt

My last few posts here have discussed critical thinking/rational thinking in the light of the current changed political climate in the UK and USA, but this week I’ve focused on a couple of more concrete examples. Since the beginning of the US Presidential Election campaign we’ve got used to Donald Trump eccentric use of Twitter, but this week has seen a couple of tweets from the President that are particularly interesting :



Whilst the accuracy of both of these tweets has been fairly rapidly questioned, I found the second, in particular, interesting about what it says about the rational thinking both of the President and of the 50,000+ people who have ‘liked’ it on Twitter. Within minutes of that tweet it has been demonstrated that of the 122 Guantanamo detainees who had returned to terrorism after release only 11 had been released during Barack Obama’s Presidency, the remaining 111 had been released by previous Republican President, George W Bush.

Now, what interested me here was the President’s thought process around this tweet. It seems to me that there are a couple of potential explanation:

  1. The President believes his sources of information i.e BreitBart and Fox News, and doesn’t question their content
  2. The President is aware that only 11 were released by Obama, but knows that the tweet will reinforce the view of Obama held by his supporters, and thus they will not question the accuracy of the information.

Both of these explanations have serious implications for rational thinking. If the first explanation is correct, it suggests that it’s possible to win the US Presidency without the media literacy we’d expect of an undergraduate student. The second explanation, suggests a highly honed understanding of rational thinking and a deep understanding of ideas like confirmation bias. Whilst explanation No.1 is appealing to those of a liberal mindset, it seems to me that explanation No.2 is much more likely, and much more serious for those interested in critical/rational thinking.

Up until now, the development of thinking skills has been a fairly esoteric discussion limited to those directly interested in education but it now seems more than ever that Roosevelt’s quote that opens this post is vital. Those of us interested in such things can no longer tolerate vague scholarship, as it the very vagueness in the scholarship of critical/rational thinking that can be used against us. I’ll end with a question:

What would you say if the lead administrator of your School/University came to you and said “If you can’t even agree amongst yourselves about what critical thinking is, why am I paying you to teach it ?”


My first attempt at making video content

6 Mar

I’ve just finished my first attempt at making short video content focused on teaching rational thinking. My intention is that this will be the first of a series, but I’d really value any feedback

Why I dislike ‘Critical Thinking’

27 Feb

You’ll see from the title of this blog that I don’t like the phrase ‘critical thinking’, and think that it activity works against encouraging rational thought in students. Ironically, the only time that I tend to use the phrase ‘critical thinking’ is when I’m talking to other academics, otherwise they don’t know what I’m going on about ! In working on a larger piece of work about my view of developing rational thought I’ve hit upon a great example of what I think is wrong with the current critical thinking literature.

If you grab a select of the critical thinking textbooks that will undoubtedly appear in your nearest library you’ll find that the identification of logical fallacies is a consistently addressed topic. With my ‘teacher’ hat on I’ve always found logical fallacies an appealing topic. There are wonderful on-line resources with many engaging examples that will appeal to students and it’s straightforward to design an assessment to measure whether students recognise logical fallacies. The trouble is that when you delve into the rationale for teaching students to identify logical fallacies things begin to unravel.


For anyone who spends their life attending meetings with other academics, the rationale for teaching logical fallacies would seem obvious, as phrases like ‘ad hominem attack’ and ‘that’s just a strawman’ are mainstays of academic ‘debate’. However, we can’t really justify curriculum content based on the ability to win an argument in a Faculty meeting. Which leads me to ask what is the utility of understanding logical fallacies for the average undergraduate ? Surely what we want our students to be able to do is to disentangle the evidence for a particular argument from the rhetorical devices being employed to make that argument, after all it would be perfectly possible for a position that has all the evidence behind it to be proposed with an argument entirely riddled with fallacies.

My own view is that the appearance of logical fallacies in so many critical thinking texts is a products of the roots of critical thinking itself, rather than in any belief in it’s utility for students. Critical Thinking was a product of the academic discipline of philosophy, where the understanding of formal logical is a central skill. Thus , we’ve ended up teaching a topic not because it has directly relevance to our students, but because it is a component of a discipline at least once-removed for m that which we are teaching.

In my previous post here I mused on the teaching of rational thought in the new ‘alternate facts’ world, and it occurs to me that in this ‘New world order’, the teaching of logical fallacies might actually be counter-productive. I could see an argument that a book chapter on logical fallacies could easily be read has ‘how to win an argument even if you don’t have any evidence’.

Lots of sexual partners is apparently good for you !

5 Nov

Even by the standards of the British media this is a very strange bit of reporting. Last week a number of usually fairly conservative parts of the British press reported on a study suggesting that having more that twenty sexual partners could reduce a males chances of developing prostate cancer !


Each of these newspaper stories is reporting a paper by Spence, Rousseau and Parent called ‘Sexual partners, sexually transmitted infections, and prostate cancer risk’ published in the journal  Cancer Epidemiology.

As a teaching example, this story has two great things going for it. First, as I’ve previously written about, ‘sex’ stories are a great way of engaging undergraduate students, and second you don’t have to be a urology expert to start demolishing this story. A moments thought about what hypothesis might be being tested here is worthwhile. Initially you might imaging some sort of ‘exercise’ theory, but of course we’re not talking here about frequency of sexual intercourse, but number of sexual partners (one could have had 21 sexual partners and only had sex 21 times, or one sexual partner and sex many hundreds of times !), which leaves me to think that we might be talking about a ‘promiscuous personality’ in some way inoculates against prostate cancer. As you might imagine, what you actually find is only post-hoc theorising about causality !

When you actually delve into the paper itself two things emerge, firstly that the 19% reduction in cancer risk reported in the newspaper stories wasn’t statistically significant, and secondly that the effect reported only appeared with 20+ sexual partners, 19 partners made no difference at all.

As the wonderful NHS Choices websites speculates, you do wonder if this isn’t an example of just recycling the press release, rather than actually reading the original paper, and whether those writing these stories have and ‘science’ knowledge to back up their work. I shall try this out with my students next week, and report back on the impact !


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