(by Eileen Dombrowski from OUP blog) Shock waves in the human sciences! Six more of Brian Wansink’s published papers are being retracted, Cornell University announced September 20, bringing the total to 13, and the professor has resigned in disgrace. It is not just scientific peers who are affected as Brian Wansink’s flawed methodology is exposed and his papers are withdrawn from journals. Millions of ordinary people have also been influenced by his research on “mindless eating.” Nutritionists and marketers alike have also based decisions on his findings. But – what do these retractions mean for the methodology of the sciences? And – why should we seize on this example in Theory of Knowledge?
Posted in IB Theory of Knowledge
Tagged confirmation bias, evidence, human sciences, imagination, intuition, justification, methodology, peer review, reason, sense perception, shared knowledge, truth
(Eileen Dombrowski, from OUP blog) It’s easy to spark discussion in TOK when the topic is Ethics. This area of knowledge offers its own tinder, and a spark can quickly flame. But what then? How much should we fuel student engagement with the case studies or issues, and how much should we instead encourage them to take a giant step back? In treating Ethics in Theory of Knowledge, we walk the line between two extremes, excessive engagement and excessive detachment.
(Eileen Dombrowski from OUP blog) Are we on “the path back into darkness, tribalism, feudalism, superstition, and belief in magic”? The apparent upsurge of belief in astrology has sent one of my favourite bloggers and podcasters, neurologist and skeptic Steven Novella, into a paroxysm of sheer frustration. How can anything so thoroughly debunked as astrology make inroads back into public belief? But – stay cool, Steven! This is a job for Theory of Knowledge teachers! It seems to me we’re in a perfect spot to raise questions about astrology – not with earnest annoyance but with humour and a light heart. Continue reading
(by Theo Dombrowski, from OUP blog) Here’s a challenge for your students. Are they open to changing their opinions if faced with contrary facts? Today we offer a class exercise – ready for you to download, to use directly or to customize – whose goal is student self-awareness. It demands reflection, research, and discussion, and should raise discussion on facts, feelings, values, opinions, and confirmation bias in accepting or rejecting knowledge claims. The formatted version is available for download at the end of this post. Continue reading
(by Eileen Dombrowski, from OUP blog) A numbers expert declares he’ll sum up everything he knows about analyzing statistics on the back of a postcard. Could any TOK teacher NOT instantly spring to the alert? He’s inspired me to attempt my own lean summary: a single page mini-guide on (dis)trusting statistics, useful in our own educational context of Theory of Knowledge. Continue reading
For the observer: a cloak of invisibility?
(Eileen Dombrowski, from OUP blog) With a laugh, I pass on to you today a couple more cognitive biases, ones that students are likely to enjoy. We could, of course, despair over how deep our biases seem to go and what a challenge it is to achieve an open mind, but I find it curiously entertaining to learn about the quirky biases of our human minds. Maybe it even creates some patience with other people – those others who are so stubbornly wrong! – if we recognize that we are also naively wrong ourselves.
When considering reason as a way of knowing, we Theory of Knowledge teachers have long treated fallacies that derail clear thinking. When considering intuition as a way of knowing, we have a wealth of material in all the biases that kick in before we’re even consciously thinking. At moments, I’ve idly wondered whether we could teach the entire TOK course centred on confirmation bias, our tendency to notice and accept only information that reinforces what we believe already. Continue reading
Standing at the centre of the world: it’s a compelling image. But just who or what is at the “centre”, and what does planting that centre do to our knowledge? Clearly, this question of “centrism” threads through the Theory of Knowledge course, and there are plenty of good entry points to take students into discussion of its complexities. For one such entry point, I’d like to suggest using the image above, with its claim, “Whoever holds a camera stands at the centre of the world.” Continue reading
(by Eileen Dombrowski, from OUP blog) Which of her eager suitors will make the right guess in the gamble – and win the beautiful Portia and her fortune? Mathematician Alex Bellos gives us a new twist to a story familiar from Shakespeare’s The Merchant of Venice: a lovely and virtuous heiress is compelled by her late father’s will to marry the man who chooses, out of three caskets, the one which contains her portrait. In a Theory of Knowledge class, love, luck, literature, and logic combine in a quick class activity solving a problem – and thereby clarifying for students the process of deduction and justification through reason and language as ways of knowing. And it’s fun. Continue reading
(by Eileen Dombrowski, from OUP blog) “In the moral domain…empathy leads us astray,” argues Paul Bloom, professor of psychology at Yale University. “We are much better off if we give up on empathy and become rational deliberators motivated by compassion and care for others.” Bloom adopts a provocative stance to focus attention on what we in IB Theory of Knowledge would call “ways of knowing”, and ties emotion, imagination, and reason to ethics as an area of knowledge. Continue reading