Teaching Skepticism
Teaching Skepticism
The article “Teaching skepticism via the critic acronym and the skeptical inquirer” by Wayne R. Bartz, appears in the Skeptical Inquirer book. The article asserts that critic acronym provides neophyte skeptical students with an easy, step-by-step format for applied critical thinking. College students assume they already know a great deal about the world around them. Currently, they are being presented with a wide selection of information. As a result they may have to unlearn an accumulated wealth of misinformation in addition to absorbing the priceless new pearls of wisdom teachers toss their way. Teaching college students how to evaluate information has become a critical role for the instructors.
Bartz, believe that today’s students are rich, the speculations boundless, and critical analysis is generally lacking. Dubious claims familiar to reader of the Skeptical Inquirer abound: Exposure to “crystal energy” improves health and mental functioning; gifted “psychics” can describe your innermost desires or basically your personality traits. Students assume such claims to be real, or else they would not be prominently featured on TV, books, radio and etc. Psychology classes have always stressed a scientific approach to the study of behavior, with skeptical modes of thought being emphasized long before critical thinking became a buzzword in education. Some psychologist from American Psychological Association concluded that the primary objective of an undergraduate psychology degree is graduates who could be described as “amiable skeptics about how much of what they encounter.” Over three decades of teaching college psychology courses and encouraging the development of “amiable skeptics.” Overall, the author applied critical thought based upon the easy to remember acronym CRITIC. This acronym critic could be used in many courses, is readily understood by most
The article “Teaching skepticism via the critic acronym and the skeptical inquirer” by Wayne R. Bartz, appears in the Skeptical Inquirer book. The article asserts that critic acronym provides neophyte skeptical students with an easy, step-by-step format for applied critical thinking. College students assume they already know a great deal about the world around them. Currently, they are being presented with a wide selection of information. As a result they may have to unlearn an accumulated wealth of misinformation in addition to absorbing the priceless new pearls of wisdom teachers toss their way. Teaching college students how to evaluate information has become a critical role for the instructors.
Bartz, believe that today’s students are rich, the speculations boundless, and critical analysis is generally lacking. Dubious claims familiar to reader of the Skeptical Inquirer abound: Exposure to “crystal energy” improves health and mental functioning; gifted “psychics” can describe your innermost desires or basically your personality traits. Students assume such claims to be real, or else they would not be prominently featured on TV, books, radio and etc. Psychology classes have always stressed a scientific approach to the study of behavior, with skeptical modes of thought being emphasized long before critical thinking became a buzzword in education. Some psychologist from American Psychological Association concluded that the primary objective of an undergraduate psychology degree is graduates who could be described as “amiable skeptics about how much of what they encounter.” Over three decades of teaching college psychology courses and encouraging the development of “amiable skeptics.” Overall, the author applied critical thought based upon the easy to remember acronym CRITIC. This acronym critic could be used in many courses, is readily understood by most