Category Archives: critical thinking

"To Be Verified": Trivia and Critical Thinking

A friend posted a link to the following list of factoids on his Facebook profile: Useless facts, Weird Information, humor. It contains such intriguing statements about biology, language, inventions, etc.

Similar lists abound, often containing the same tidbits:

Several neat pieces of trivial information. Not exactly “useless.” But gratuitous and irrelevant. The type of thing you may wish to plug in a conversation. Especially at the proverbial “cocktail party.” This is, after all, an appropriate context for attention economy. But these lists are also useful as preparation for game shows and barroom competitions. The stuff of erudition.

One of my first reflexes, when I see such lists of trivia online, is to look for ways to evaluate their accuracy. This is partly due to my training in folkloristics, as “netlore” is a prolific medium for verbal folklore (folk beliefs, rumors, urban legends, myths, and jokes). My reflex is also, I think, a common reaction among academics. After all, the detective work of critical thinking is pretty much our “bread and butter.” Sure, we can become bothersome with this. “Don’t be a bore, it’s just trivia.” But many of us may react from a fear of such “trivial” thinking preventing more careful consideration.

An obvious place to start verifying these tidbits is Snopes. In fact, they do debunk several of the statements made in those lists. For instance, the one about an alleged Donald Duck “ban” in Finland found in the list my friend shared through Facebook. Unfortunately, however, many factoids are absent from Snopes, despite that site’s extensive database.

These specific trivia lists are quite interesting. They include some statements which are easy to verify. For instance, the product of two numbers. (However, many calculators are insufficiently precise for the specific example used in those factoid lists.) The ease with which one can verify the accuracy of some statements brings an air of legitimacy to the list in which those easily verified statements are included. The apparent truth-value of those statements is such that a complete list can be perceived as being on unshakable foundations. For full effectiveness, the easily verified statements should not be common knowledge. “Did you know? Two plus two equals four.”

Other statements appear to be based on hypothesis. The plausibility of such statements may be relatively difficult to assess for anyone not familiar with research in that specific field. For instance, the statement about typical life expectancy of currently living humans compared to individual longevity. At first sight, it does seem plausible that today’s extreme longevity would only benefit extremely few individuals in the future. Yet my guess is that those who do research on aging may rebut the statement that “Only one person in two billion will live to be 116 or older.” Because such statements require special training, their effect is a weaker version of the legitimizing effect of easily verifiable statements.

Some of the most difficult statements to assess are the ones which contain quantifiers, especially those for uniqueness. There may, in fact, be “only one” fish which can blink with both eyes. And it seems possible that the English language may include only one word ending in “-mt” (or, to avoid pedantic disclaimers, “only one common word”). To verify these claims, one would need to have access to an exhaustive catalog of fish species or English words. While the dream of “the Web as encyclopedia” may hinge on such claims of exhaustivity, there is a type of “black swan effect” related to the common fallacy about lack of evidence being considered sufficient evidence of lack.

I just noticed, while writing this post, a Google Answers page which not only evaluates the accuracy of several statements found in those trivia lists but also mentions ease of verifiability as a matter of interest. Critical thinking is active in many parts of the online world.

An obvious feature of those factoid lists, found online or in dead-tree print, is the lack of context. Even when those lists are concerned with a single topic (say, snails or sleep), they provide inadequate context for the information they contain. I’m using the term “context” rather loosely as it covers both the text’s internal relationships (the “immediate context,” if you will) and the broader references to the world at large. Without going into details about philosophy of language, these approaches clearly inform my perspective.

A typical academic, especially an English-speaking one, might put the context issue this way: “citation needed.” After all, the Wikipedia approach to truth is close to current academic practice (especially in English-speaking North America) with peer-review replacing audits. Even journalists are trained to cite sources, though they rarely help others apply critical thinking to those sources. In some ways, sources are conceived as the most efficient way to assess accuracy.

My own approach isn’t that far from the citation-happy one. Like most other academics, I’ve learned the value of an appropriate citation. Where I “beg to differ” is on the perceived “weight” of a citation as support. Through an awkward quirk of academic writing, some citation practices amount to fallacious appeal to authority. I’m probably overreacting about this but I’ve heard enough academics make statements equating citations with evidence that I tend to be weary of what I perceive to be excessive referencing. In fact, some of my most link-laden posts could be perceived as attempts to poke fun at citation-happy writing styles. One may even notice my extensive use of Wikipedia links. These are sometimes meant as inside jokes (to my own sorry self). Same thing with many of my blogging tags/categories, actually. Yes, blogging can be playful.

The broad concept is that, regardless of a source’s authority, critical thinking should be applied as much as possible. No more, no less.

Post-March Wrap-Up

Well, it’s that time of the year…

TechCrunch has some important stories, today:

Also:

Not to mention ThinkGeek‘s seasonal offerings, like the Betamax to HD-DVD Converter, USB Pregnancy Test, YouTube Tazer, and Personal Soundtrack T-Shirt.

Remember, this is “Believe Everything You Read” Day.

Playfully Noted

Got a number of things about which I want to blog. Many of them in notes/outline form. Might have to wait a bit.

But one thing which keeps coming up is the notion of playfulness. Been blogging about it a bit over the years,  especially since this February 2006 post which was connected with my teaching. The next day, I was posting a short entry in French about playfulness in music. Music playing in the strongest sense. Free play.

That was over two years ago. Flies are being timed.
Still thinking about playfulness quite a bit. In music, learning, technology…
What I mean by playfulness is rather simplistic, but it works: free, undirected, aimless, open behavior. Acts of playfulness, in my mind, appear not to be goal-oriented nor competitive. Extremely low stakes. Failure isn’t even registered. No evaluation whatsoever. The opposite of performance, to go back to performance theory which inspired part of that first entry.
Of course, my notion of playfulness might be different to that of many of the people who work on and “play with” games. Some people conceive of fun as embedded in competition. As I’m personally not very competition-driven, my conception and perception are different.
I’m neither a game theorist nor an avid gamer. At best, I’d be labelled as one of those “casual gamers” game developers are finally trying to reach. So: I’m no expert. But I do enjoy discussions of playfulness facilitated by those who work on game. Thanks in part to the video game industry, playfulness is making its way into the technology/education confluence as well as in corporate circles.
Some recent things I’ve thought about in terms of playfulness.
Playing music on Touch devices or other handhelds. My French post on “easy musicking” mentioned Electroplankton. Other forms of handheld musicking:

Can’t help but think that handheld music can really “spring up,” especially in terms of casual musicking. With the release of the software development kit for Apple’s Touch devices, there’s mindshare for handhelds as ultimate interface.

Of course, music games are gaining attention and people are jumping on the bandwagon. After all, music games may mean big business. Usually, I blog about music at Critical World or at my ethnomusicology course blog. Here, I’m mostly thinking about playfulness. And music games aren’t really playful in my sense of the term. Too competitive.

In terms of playful learning, I’ve been thinking quite a bit about “playing with data.” In part thanks to Gapminder, that I just discovered through Google Spreadsheets (even though Gapminder’s Trendalyzer software has been acquired by Google over a year ago). In my mind, Hans Rosling’s 2006 and 2007 TED presentations about Gapminder really capture the spirit of playful learning. Especially in connection to critical thinking, open-mindedness, creativity, and cultural awareness. (Anthro FTW!)

Now, if I could only get paid to do a project on using Touch devices for playful musicking in learning contexts… 😉

Spending Time on Media

Seems like the August lull in news coverage is accompanied by interesting news about news (how meta). For instance, Google announcing plans to let “newsmakers” respond to news items about them. Such plans could have important ramifications for people  with an interest in critical thinking and media literacy.

Another “metanews” item, the ‘Net is getting more timeshare than newspapers or recorded music.

Study: More time spent on Web than newspapers | CNET News.com

Rutherfurd also pointed to a potentially worrisome development for the media industry–the overall time spent with media declined slightly last year, a spillover effect of the consumer shift away from newspapers and other traditional sources of news and entertainment.

For the first time in a decade, the study found, consumers spent less time with media in 2006 than they did in the previous year. Usage per person dropped 0.5 percent to 3,530 hours annually, according to the study, which said digital media typically requires less time than traditional media.

Maybe I’m missing something (and I should read the original report) but it doesn’t seem to me that the decrease in “overall time spent with media” could be worrisome to the media industry. Unless they only measure effectiveness in the time spent with media, the data may more readily show that people are increasingly becoming savvy media processors instead of passively ingesting whatever is in the media. I’m not cynical enough to see this as a bad thing.

"Let's Wilson It"

Was listening to the podcast version of CBC’s Quirks and Quirks science program. The latest episode has some interesting segments, two of which are with men called D. Wilson. Just a coincidence, I’m sure, but it’s kind of funny. Especially since one of those Wilsons’ homepage mentions another Wilson: E.O. Wilson (who gave a TEDtalk recently).

Hence my cryptic title. Kind of a way to put things together in an apparently arbitrary fashion. Fun!

With these science shows, I guess attitude is everything. The first Wilson interview was with biological anthropologist Daniel H. Wilson, a roboticist whose Where’s My Jetpack? book sounds like a fascinating look at mid-20th C. futurism in the current context. Apart from the content of that interview, I truly enjoyed DHW’s cheeriness. While listening to him, I thought about blogging just about that. He sounds like a humanist, a technology enthusiast, and a critical thinker all wrapped into one person. IOW, he just sounded like an interesting and well-rounded person. Neat! I’m somewhat jealous of the fact that he makes a living writing non-fiction books, but who knows where life will be leading me in the next few years. 😉
The second Wilson interview was with David Sloan Wilson about his book Evolution for Everyone. Now, as a culturalist, I had some apprehensions when I heard the description of the book by the Q&Q host. In ethnographic disciplines, we’re extremely wary of the application of ideas from biological evolution to cultural phenomena. Many of us have a knee-jerk reaction to evolutionary claims on culture. Not because we want to protect culture. But because we typically find those theories reductive and simplistic. Add to this wariness the intricacies of the nurture/nature debate on the disciplinary level and you’re likely to get tensions between evolutionary biologists and culturalists on those issues. IOW, I was prepared for the worst but I thought I should listen to the interview anyway.

And I’m glad I did. Not that there was a lot of new ideas in what DSW said. But he sounded open-minded enough that his explanations didn’t rub too hard against my skin. In fact, I found a few things about which I can easily agree with him, including the fact that people should pay attention to both genetics and culture. Interestingly enough, DSW’s harsher words were directed at his colleagues in biological fields, especially Richard Dawkins.

Those idea with which I most readily agreed in the DSW interview were quite similar to what I got from music and cognition researcher Ian Cross. Simply put, biologically-savvy people seem to agree with us (culturalists) that human culture is adaptive. Where we differ has more to do with issues of causality and determinism than with the basic phenomena. It makes it easy to “set aside our differences” and talk about the actual relationships between culture and adaptation without reacting viscerally.

As is often the case with more biologically-oriented scholars, David Sloan Wilson’s concept of culture sounds fairly limited in scope or even sophistication. In the interview, he mentioned music and other things listed by the Q&Q host and then mostly talked about religion. It would have been useful if DSW had defined his concept of culture anthropologically but I’m not surprised that he didn’t do so on a science show. The reason I care is that I’m thinking about using this segment in some future cultural anthropology courses and I don’t want students to think that culture is limited to what we usually call “superstructure.”

Ah, well…

Dangers of Academic Blogging

A-list blogger and fellow Ph.D.  candidate danah boyd comments on the reaction to one of her blog entries.

I think some folks misinterpreted this piece as an academic article. No doubt this is based on my observations from the field, but this is by no means an academic article. I did add some methodological footnotes in the piece so that folks would at least know where the data was coming from. But I didn’t situate or theorize or contextualize this at all. It’s more like publicizing field observations. There’s much work to be done before this can be anything resembling an academic article. The “citation” note at the top of my pieces also confuses this. That was meant for when people picked it up and stole it whole from my page or when people got to it indirectly. I put that as a standard for my blog essays a while back because of this issue. I guess I see my blog as a space to work out half-formed ideas. I just didn’t expect 90K people to read it. Blog essays to me are thoughts in progress, blog entries that are too long to be blog entries. But I can see where there’s confusion.

apophenia: woah…. omg. reflections on mega-viewership

The same could be said about a lot of online texts. Taken out of context, they are often thought to be more serious than they were meant to be. Examples from The Onion abound as readers often send links to friends without pointing out that the site is parody. I quite like the fact that online humour may force people to adopt critical thinking.

But Boyd’s case is a bit different. The difference isn’t simply in terms of serious vs. non-serious (or between fully-researched and off-the-cuff). It’s between reflections by an academic and actual academic writing.

The issue here isn’t that people aren’t trained to distinguish academic writing from personal thoughts. Many people can and do distinguish the two. IMHO, the issue is that an academic will often sound academic even when writing from a personal perspective. Kind of an occupational hazard.

Then, there’s the combined issue of prestige, trust, and authoritative voice.  Very common in U.S. academia and U.S. media. Somewhat similar to what happens with public intellectuals elsewhere but with a political twist.

It will certainly be fascinating to see what comes out of this situation in Boyd’s academic life.

Even Teachers Get the Blues

(With apologies to k.d. lang. Without apologies to  Gus Van Sant.)

In response to a forum discussion on teacher-rating sites, someone posted a link to this blog: Rate Your Students.

I also posted about disillusion. But the teacher in my post was meant more as a fictional character than as a personification of my own attitude.

Simply put,  despite some frustrations, I’m quite satisfied with my teaching life. Not necessarily because I get positive feedback from students. But because teaching is rewarding in many ways.

Been meaning to blog about the Spirit of Inquiry conference during which I presented on learning materials. It was quite interesting a context. Like-minded teachers from all over Canada, from many different disciplines and institutional backgrounds. Everyone pretty much in agreement on the necessity to think about teaching in a diversity of ways. A lot of thoughtful discussion about rather deep issues.  Almost as welcoming as the food and culture conference during which I talked about craft beer culture. So I’m thinking about teaching quite a bit.

I have been more impressed by students than by fellow teachers. Oh, some students are difficult to deal with, at times. But every single one of them has something interesting to contribute to any course they take. While I realise that this attitude sounds like the bursting blossom idealism decried by the aforementioned blog, I don’t mind saying it.

Here’s why: I don’t really feel disillusioned because I don’t recall ever being “illusioned.”

I’ve met a lot of teachers in my young life. My mother married two teachers and teachers do tend to connect with other teachers. My father (my mother’s second husband) transmitted part of his teaching philosophy to me. As [name-dropping]daddy was trained by Jean Piaget[/name-dropping], this teaching philosophy of his was quite specific. Yes, constructivism and all that. But also a certain dose of cynicism, especially toward blanket statements about student performance. This made me somewhat impervious to teaching disappointment.

In English-speaking parts of North America, there’s a lot of what I think of as “studies have shown” perspectives on learning. A good deal of blind trust for results of survey research on teaching effectiveness. These survey research projects often emphasize the most common responses to teaching. In the mind of some of these people, learning is something that the majority of students should do when a teacher is “good.” Teaching effectiveness is obvious when a majority of students have “learnt their lesson,” so to speak. As you might guess, I don’t relate very well to these views. I respect the people who hold them but I feel a disconnect between my views of teaching and their views of learning. Sure, I adapt to these views when I teach in an environment where they are held by a good number of people. But I wish to keep some distance from these views.

The part I don’t like is when we (as teachers) are told to use very specific methods in order to ensure student learning. I really don’t have a problem with tips and tricks for teaching. They’re very inspiring and can really enhance teaching experience. What I’m less enthusiastic about is the type of “you should teach in blocks of 20 minutes at a time because studies have shown that students tend to have a difficult time concentrating for more than 20 minutes at a time.” I understand the effects of the “change-up” (switching from one task to another during a class period) and I have started to implement a teaching strategy which does involve a variety of interaction modes during a given class period. Yet the notion that “The One Way to Teach” implies piecemeal development is quite foreign to me.

“Where I come from,” we could have seminars lasting for seven straight hours and everyone’s attention seemed quite focused. Oh, sure, I’m pretty sure many people were daydreaming when others were talking. But that daydreaming was quite relevant to the discussion. Kind of like the “drift-off moment” in a successful sales pitch. The whole “what you say makes me think of,” with surprising and satisfying results. For instance, it’s easy to imagine the response “your talking about aesthetics makes me think of baking.” Sounds absurd at first, but it can be very useful. We’re merging horizons, pushing inter-subjectivity. We’re not making sure everyone remembers everything that has been said. There are recording devices for that.

Am I ranting? Maybe. But not about people themselves. If I’m venting frustrations, it’s because I enjoy what I do in the classroom and want to go several steps forward.

I do dream about teaching fairly regularly. In fact, when I woke up this morning, I was thinking about my own concept of critical thinking as it relates to my teaching philosophy. I would assume that it means that I was dreaming about teaching, probably because of the conference. Unfortunately for those who really think about learning and teaching, many people merely use “critical thinking” or “skill transfer” as buzzphrases to convince administrators that what they do is trendy. Fortunately, most of the conference attendees were using such concepts as “social constructivism” and “inquiry-based learning” in non-buzzphrase ways.

Still lots to say about teaching. But true to my RERO resolution,  I will leave it at that, for now.

"Trust Everything You Read" Day

Critical Thinking? Schmritical Thinking!

Introspection of a Struggling Mad Scientist: A Conundrum: Reasoning with those who reject reasoning

` …And maybe it was and my friend mistook it for a legitimate article. It is true that spoof science articles are written all the time, and a lot of people are not able to recognize them apart from real ones. In fact, the 1997 April Fool’s article in Discover magazine (along with the corresponding segment on the TV show, Discover Magazine) got a lot of people – including myself – believing that musical instruments made by Neanderthals had been discovered!