I "attended" the conference, but I had to step out and teach a class. I'm still attending, so I will get to it later this weekend. Carol
Carol L. DeVolder, Ph.D. Professor of Psychology Chair, Department of Psychology St. Ambrose University 518 West Locust Street Davenport, Iowa 52803 Phone: 563-333-6482 e-mail: [email protected] web: http://web.sau.edu/psychology/psychfaculty/cdevolder.htm The contents of this message are confidential and may not be shared with anyone without permission of the sender. -----Original Message----- From: Gerald Peterson [mailto:[email protected]] Sent: Sat 1/24/2009 11:27 AM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] emotional reasoning/critical thinking Thanks Beth! I'm not sure of some of these myself--I guess I still need to see the evidence objectively ha. They might relate to emotional reasoning in terms of the emotional investment or attachment people might have to them, how we often take-for-granted beliefs that become part of pop-culture, etc. People might defend them emotionally, but need to be reminded to look at the evidence, controlled studies, seek more reasonable explanations, etc. Usually I see emotional reasoning in class, on tips, and in dept. meetings when people are emotionally passionate or defensive/assertive, AND that becomes the paramount feature when raising the claim or issue. They may not want to examine alternative positions/explanations, spell out carefully their reasoning and the nature of the evidence for the claim, or recognize that, when guided emotionally, they tend to make blanket over-generalizations--over-simplifying. I am not interested in debunking, but having the students think about what kinds of evidence would be needed to test these ideas (systematic, controlled tests). Thanks to all tipsters for their contributions here! On another topic, did anyone else "attend" that on-line STP workshop yesterday dealing with "teaching the millennial student"? I was interested in that ARIES game D. Halpern was talking about to teach critical thinking. Gary Gerald L. (Gary) Peterson, Ph.D. Professor, Psychology Saginaw Valley State University University Center, MI 48710 989-964-4491 [email protected] >>> Beth Benoit <[email protected]> 1/24/2009 10:17 am >>> And more medical myths:1. Turkey makes you drowsy 2. Dim light ruins your eyes 3. Drink at least eight glasses of water a day (Stephen Black did early research for us on that one!) Beth Benoit Granite State College New Hampshire On Sat, Jan 24, 2009 at 10:06 AM, Beth Benoit <[email protected]>wrote: > A little late, but here's the list I was looking for. It's a list of > medical myths, from Tara Parker-Pope's blog, nytimes.com/well: > 1. Sugar makes children hyperactive > 2. Suicide increases over the holidays > 3. Poinsettias are toxic > 4. You lose most of your body heat through your head > 5. Night eating makes you fat > 6. Hangovers can be cured > > On Mon, Jan 19, 2009 at 1:13 PM, Beth Benoit <[email protected]>wrote: > >> Gary,The autism/vaccine argument >> >> The moon effect argument (nurses and police officers often argue hotly on >> that one - I had one police officer who was SO convinced that a full moon = >> more crime, etc. that I offered him extra credit if he could find any study >> that showed this to be the case. He couldn't, of course, and sheepishly >> admitted it by the end of the course. Nice guy, though, and he was a good >> sport about it.) >> >> I'll keep thinking... >> >> Beth Benoit >> Granite State College >> New Hampshire >> >> >> On Mon, Jan 19, 2009 at 1:00 PM, Gerald Peterson <[email protected]>wrote: >> >>> >>> I am going over critical thinking guidelines in class and want to present >>> examples of emotional reasoning. I want to help the students realize that >>> the passion for a claim or issue is not the key problem, but rather the >>> emotionalism that often directs/distorts one's further examination. Can >>> tipsters see or develop other examples of where emotionalism is a problem in >>> problem-solving, investigation? Emotional reactions or defensiveness can >>> often be the culprit in closing off discussion or hinder openness eh? I am >>> trying to find examples that would help students make the distinction here. >>> Appreciate any ideas. Gary >>> >>> >>> Gerald L. (Gary) Peterson, Ph.D. >>> Professor, Psychology >>> Saginaw Valley State University >>> University Center, MI 48710 >>> 989-964-4491 >>> [email protected] >>> >>> --- >>> To make changes to your subscription contact: >>> >>> Bill Southerly ([email protected]) >>> >>> >> >> >> -- >> "We will not learn how to live in peace by killing each other's children." >> - Jimmy Carter >> "Are our children more precious than theirs?" >> >> --- >> To make changes to your subscription contact: >> >> Bill Southerly ([email protected]) >> >> > > > -- > "We will not learn how to live in peace by killing each other's children." > - Jimmy Carter > "Are our children more precious than theirs?" > -- "We will not learn how to live in peace by killing each other's children." - Jimmy Carter "Are our children more precious than theirs?" --- To make changes to your subscription contact: Bill Southerly ([email protected]) --- To make changes to your subscription contact: Bill Southerly ([email protected]) --- To make changes to your subscription contact: Bill Southerly ([email protected])
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