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From bands and tribes to chiefdoms and states, to become a Type 2.0 global civilization our polity and economy must evolve along with our science and technology. Politics, economics, and religion have been identified as a major cause of strife and conflict between nations. That’s too easy. The problem is not religion X or political party Y or economic ideology Z. The problem is tribalism. We are a social primate species, and as such we are exceptionally tribal.
Group identity is essential to our sense of self. Religious tribalism, political tribalism and economic tribalism have plagued our species since the birth of Civilization 1.0 starting 10,000 years ago. We need new science and technologies to reach Civilization 2.0, but without evolved political and economic systems, we will not make it. In this powerpoint, evidence will be presented in support of the observation of the 19th century social reformer and slave abolitionist Theodore Parker: “I do not pretend to understand the moral universe; the arc is a long one, my eye reaches but little ways; I cannot calculate the curve and complete the figure by the experience of sight; I can divine it by conscience. And from what I see I am sure it bends towards justice.”
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This course was taught at the University of Findlay during the fall 2011 semester.
Excerpt from Syllabus
This course examines the key issues associated with the scientific study of critical thinking. Although it’s common to see courses on critical thinking in many domains (e.g. education & philosophy) the scientific examination of what critical thinking is and how it relates to problem solving is exclusively an advanced topic in cognitive science. Cognitive science is concerned with the study of the “thinking mind” and when we talk about “critical thinking” we base our examination on the hypothesis that while it’s true that everyone “thinks” it’s not true that everyone “thinks well.” At the core of this class is the idea that we can all fall prey to bad thinking strategies. In this course, students will learn how to be critical thinkers when dealing with a variety of situations, as well as learn how to tell the difference between science and pseudoscience. Students will focus primarily on how to think about weird situations, but if they can master the skills needed to effectively evaluate strange phenomena (e.g. UFOs) students can easily apply these skills to less bizarre situations (e.g. Will eating “Cheerios” really help lower cholesterol?). By the conclusion of this course students should be able to find answers for themselves (because everyone knows “The Truth Is Out There”) and with good critical thinking skills they will be more likely to find it.
Learning Goals
Upon completion of this course students will be able to:
- Demonstrate scientific reading, and writing skills.
- Apply the science of critical thinking to unique situations.
- Discuss specific critical thinking & problem solving topics in depth.
- Understand the biological bases of behavior and mental processes.
- Use theories to explain and predict behavior and mental processes.
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This course was taught at the University of Wisconsin, Oshkosh during the fall 2010 semester.
Excerpt from Syllabus
In its broadest sense, Fantastic Archaeology describes those claims and interpretations about the archaeological record that are outside the orthodox mainstream of the scholarly and professional world of archaeology. This can range from new, as yet untested hypotheses that may become the orthodox interpretations to the outrageous claims that can be easily refuted. Students will examine this entire range of competing, non-orthodox interpretations of the archaeological record.
This course has a much broader subject area than students are likely to encounter in other courses–even in an eclectic field like Anthropology. Students have the opportunity to bring knowledge and expertise acquired in other courses, or their general life experience, to the discussions.
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This course was taught at Wittenberg University during the fall 2010 semester.
Excerpt from Syllabus
“Vaccines cause autism.” “Playing Mozart to infants increases their intelligence.” “Prayer cures cancer.” These and other sensational claims are reported daily by the popular media, who usually present them as factual because there is—purportedly—scientific evidence of their validity. But what qualifies as scientific evidence, and how do we distinguish scientifically-supported conclusions from plausible-sounding but unsubstantiated, untestable assertions? In this course, we begin by defining what science is and how it differs from pseudoscience. We then consider the basic perceptual and cognitive mechanisms through which humans gather and process information, emphasizing errors in thinking and reasoning that, despite scientific evidence to the contrary, predispose us to believe, “weird” things.
Finally, we will use what we have learned to investigate phenomena of particular interest to behavioral scientists and paranormal investigators, including subliminal perception and persuasion, astrology, near death experiences, criminal profiling, alien abduction stories, repressed memories, and “new” psychotherapies. Our goal is to be open to novel claims, coupled with the determination to subject those claims to careful scientific scrutiny.
Learning Goals
In this class, students will:
- Learn how science and pseudoscience differ, and why the difference matters.
- Explore human perception, cognition, memory, and emotion, including errors and biases that lead us to believe “weird things.”
- Develop tools for conducting skeptical analyses of extraordinary claims.
- Sharpen writing and oral presentation skills.
- Design, complete, and present an investigation of an extraordinary claim.
- Lay the foundation for a successful college experience.
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This course was taught at the University of Texas at San Antonio during the fall 2011 semester.
Excerpt from Syllabus
By the end of this semester, students will come away from this course with a greater understanding of scientific thinking, and begin to see the need for skepticism in society. In his essay “Intellect,” Ralph Waldo Emerson wrote “God offers to every mind its choice between truth and repose. Take which you please—you can never have both. Between these, as a pendulum, man oscillates.” Emerson recognizes that the search for truth might reveal uncomfortable facts for the truth-seeker, but we should take Emerson’s words to heart. An intellectual will rarely trade truth for simple peace of mind, and as students of argument, neither should we.
Through the course of the semester, students will use three textbooks to help strengthen and develop their writing in a variety of ways. First, students must recall and strengthen the conventions of previous college level writing, which includes but is not limited to studying and adopting MLA format, following the rules of grammar and mechanics, and by understanding and practicing writing different types of essays.
Finally, by constantly writing and revising their work, students will enhance their acumen for constructing effective arguments and rhetorical strategies and become comfortable with expressing themselves with the written word. By studying the various rhetorical strategies for crafting effective arguments, students will strive to find the perfect balance between truth-seeking and persuasion, which will not only allow them to grow as writers, but to grow as intellectuals as well. Writing is a recursive endeavor and must be treated like any other activity or skill. The more one practices writing the better writer one will become.
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This course was taught at Rowan University.
Excerpt from Syllabus
This course is designed as an introduction to the methods of science and the role that science plays in the understanding of how the world works. Throughout the course, students will be given the tools to differentiate between valid scientific claims and those made as a result of “junk” science or pseudoscience. The main emphasis of the course will be the development of critical thinking skills and a healthy skepticism when confronted with “scientific” claims. This course is also designed to introduce students to basic psychological processes that underlie human judgment and decision making that play a role in the persistence of beliefs in pseudoscientific and nonscientific explanations of behavior and phenomena (e.g., alien abductions, ESP, etc.). In addition to providing students with essential critical thinking skills and a working knowledge of the scientific methodologies, this course is also designed to introduce students to a number of psychological processes that underlie scientific methodologies and the persistence of belief in non-scientific claims.
Learning Goals
- Introduction to the scientific methodologies used in psychology
- Stimulation of student interest in methods of science
- Sharpening of critical thinking skills
- Encouragement of skepticism when faced with information
- Development of an understanding of the psychological processes involved in judgment and decision making
- Differentiation between good science and pseudoscience
- Appreciation of the ethical implications of science and pseudoscience
- Critical evaluation of information from various sources (popular press, internet, scientific publications, etc.)
- Understanding of the contextual nature of science and its role within society.
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This course was taught at Chapman University during the fall 2011 semester.
Excerpt from Syllabus
This comprehensive course on science and skepticism will address the most mysterious, controversial, and contentious issues in science and skepticism from a quarter century of research involving: science and pseudoscience, science and pseudohistory, science and religion, science and morality, the psychology and neuroscience of belief, science and politics, science and economics, evolution and intelligent design creationism, the Baloney Detection Kit, how beliefs can be changed, how science works (and sometimes doesn’t work) from the history of science, and many specific examples of the power of belief.
Using numerous examples from three decades of research on this subject, students will learn how to think scientifically and skeptically, and he will show how to be open-minded enough to accept new ideas without being so open-minded that their brains fall out. This course meets once a week for three hours and includes lectures accompanied by in-class demonstrations, videos, magic, illusions, and examples from pop culture, along with rigorous scientific research, plus student discussions and presentations.
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This course was taught at the University of Oregon during the fall 2010 semester.
Excerpt from Syllabus
Science is a powerful tool to understand and explain the natural world in which we all live. Because of its apparent success in so many areas of our everyday lives, there are many instances in which individuals or groups claim that certain strongly or emotionally held beliefs are “scientific” or are supported by “scientific” studies. Even some scientists may make unwarranted claims of scientific “truth” (e.g., Scientism). How can the public, often without specialized scientific training, distinguish between scientific and pseudo-scientific claims?
This course will attempt to teach how to separate reasonable and unreasonable claims by learning how science tackles difficult problems. The key is to be skeptical, but not too skeptical. Students will examine a number of beliefs, including paranormal effects, alternative medicine, creationism and intelligent design, recovered memory syndrome, pseudoscientific devices (e.g., dousing, free energy machines, fuel efficiency extenders, etc.) that all profess to be scientific, and try to explain the psychology behind this clearly human need to believe.
Assignment Outline
The seminar will consist of several components designed to stimulate critical thinking through class discussion and essay writing with 10 writing assignments in the first half of the class. There will be assigned reading from several books and one or two videos to be viewed in class. There will be a midterm essay style exam with 10 questions covering the material from the first half of the class.
Subsequently the class will be arbitrarily divided into a number of pro and con groups to examine, present and discuss several specific pseudo-scientific topics in detail (to be determined by the instructor with suggestions from the class). These topics will be presented by the students as an 8–10 minute formal oral presentation in the second half of the class. A final 5–8 page paper based on the student presentations and subsequent discussions will complete the course
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This course was taught at Oklahoma City University during the spring 2011 semester.
Excerpt from Syllabus
This critical thinking course interprets extraordinary claims using reason, logic, and skeptical analysis in drawing conclusions. Fringe science, pseudoscientific, and bogus health claims will be evaluated based on available evidence. Health claims, fortune- telling (astrology, psychic predictions, palm reading), alternative medicine, sensory illusions such as magic, faith healing, clairvoyance, telepathy, the lunar effect, and psycho-kinesis will be some of the topics likely covered. The role of the media in covering and reporting such claims will be explored. The course will focus on drawing plausible and logical conclusions based on evaluation of existing evidence. Assignments will include weekly quizzes, class discussions, and a formal project/presentation.
Learning Goals
- Have a basic knowledge of critical thinking, skeptical thought, and the scientific method.
- Discriminate between sound vs. faulty logic in descriptions and observations of pseudoscientific claims.
- Demonstrate how to conduct research and/or investigate anomalistic phenomena via a positive working relationship with a team of students.
- Evaluate skeptical knowledge of unexplained phenomena, its claim(s), or a central skeptical figure.
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This course was taught at St. Edwards University in spring 2012.
Excerpt from Syllabus
American mythology claims the United States is a Christian nation, increasingly accepting of all denominations and faiths. What about non-belief? Should atheism be written into, and become part of the American story? Has it already? From a rhetorical perspective this course will address a variety of related questions:
- What are the narratives of atheism? Whose voices tell the stories and what are their interests?
- What are the arguments for atheism?
- How is atheism framed, both positively and negatively?
- Why has “New Atheism” appeared recently as a social movement? What are the aspirations of the movement, the strategies used for altering perspectives, and who are their audiences?
This course will examine four different perspectives from which to view these issues:
- The personal perspective of “Letting Go of God”
- The critical perspective taking religion as its object
- The social perspective examining secularism in a free society
- The ethical perspective addressing the tenets of secular humanism.
There is an alternative American myth claiming the United States is a beacon of Liberty, carrying the torch of progressive values, scientific endeavor, and human rights ignited by the Enlightenment. Which American myth appeals to us? This overarching question will guide our journey.
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This course was taught at New York Medical College during the spring 2011 semester.
Excerpt from Syllabus
A paradox in modern society is that while society increasingly depends upon science, more and more members of that society are coming to accept various pseudoscientific and paranormal beliefs. Claims for all sorts of paranormal and pseudoscientific phenomena are widely treated in the media as if they were as real as, say, gravity. There is very little critical examination of these claims. Gullibility is the watchword. This course will examine a wide range of such beliefs and claims, as noted in the class calendar. One focus will be on the nature of the evidence for these beliefs. A second focus will be on the psychology of belief—what causes people to believe, often very strongly, in a claim of phenomenon that, the evidence shows, is false.
Course Objectives
There are several course objectives. At a general level, students should learn the characteristics of pseudoscientific claims and how to critically examine such claims. This will involve an understanding of basic logic and scientific methods, as well as some statistical reasoning. In addition, students should come away from the course knowing the cognitive factors that lead to acceptance of claims and ideas which the evidence shows are incorrect. At a more specific level, students will learn the facts about the various topics covered in the class and the readings and become conversant with the arguments for and against the reality of the phenomena that will be covered.
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This course was taught at Irvine Valley College in Irvine, California in 2011.
Excerpt from Syllabus
This course has one principle goal: to familiarize students with the process of thinking critically about the world in which we live. This will involve a firm understanding of the science of psychology. A science requires adherence to the scientific method, and the scientific method requires that one obtain empirical evidence to support or refute testable theories. This course endeavours to persuade students that psychology is both interesting and vital—and that it is a key to understanding ourselves, those around us, and the world in general. Therefore thinking critically about psychology becomes of the utmost importance.
Learning Goals
Upon completion of this course, students will be able to:
- Identify and contrast the biases and inherent assumptions behind controversial statements.
- Explain and demonstrate the skills needed to be a critical consumer of information.
- Recognize the difference between an observation and an inference.
- Use standards of evidence derived from the scientific method to analyze and evaluate the quality of evidence presented in an argument.
- Recognize and explain the dynamics of at least five different techniques of persuasion and propaganda.
- Illustrate and apply appropriate strategies and models for solving problems.
- Explain and distinguish among several strategies and models for decision making.
- Distinguish belief from knowledge.
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In this talk, Dr. Peter Boghossian argues that faith-based processes are unreliable and unlikely to lead one to the truth. Since our goal as knowers is to have more true beliefs than false ones, faith, as a process for getting to the truth, should be abandoned in favor of other, more reliable processes. The talk was followed by a question and answer session from the audience. This presentation, sponsored by the Freethinkers of Portland State University and published by philosophynews.com, was given by Dr. Peter Boghossian of Portland State University on January 27, 2012.
In this lecture based on a chapter in his book, The Believing Brain, Dr. Shermer outlines how controversies in science are resolved by looking at the centuries-long debate over the nature of the cosmos, its size and origin, and what those fuzzy patches in the sky are: nebula within the Milky Way galaxy or island universes? It was not clear until well into the 20th century that the Milky Way was not the entire universe, until Edwin Hubble working at Mt. Wilson Observatory determined that the universe is much larger than anyone had previously imagined it to be.
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(72 MB Powerpoint Presentation)
In this presentation, Dr. Shermer addresses the topic of The Bermuda Triangle and some of the cognitive biases and processes that lead us to incorrect beliefs about phenomena. The Bermuda Triangle, also known as the Devil’s Triangle, is a region in the western part of the North Atlantic Ocean where a number of aircraft and surface vessels reportedly disappeared under mysterious circumstances. Popular culture has attributed these disappearances to the paranormal or supernatural or extraterrestrial intelligences, but evidence indicates that a significant percentage of the incidents were inaccurately reported or embellished by later authors, and numerous official agencies have stated that the number and nature of disappearances in the region is similar to that in any other area of ocean.
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(36 MB Powerpoint Presentation)
Synthesizing thirty years of research, Michael Shermer upends traditional thinking about how humans form beliefs about the world. Simply put, beliefs come first, and explanations for beliefs follow. The brain, Shermer argues, is a belief engine. Using sensory data that flow in through the senses, the brain naturally looks for and finds patterns—and then infuses those patterns with meaning, forming beliefs. Once beliefs are formed, our brains subconsciously seek out confirmatory evidence in support of those beliefs, accelerating the process of reinforcing them. Shermer provides countless real-world examples of how this process operates, from politics, economics, and religion to conspiracy theories, the supernatural, and the paranormal.
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(285 MB Powerpoint Presentation)
What is a cult? What is the difference between a cult and a religion? Who joins cults and why? What are the social, cultural, and psychological reasons that people join cults? In this lecture Dr. Shermer presents research from sociologists and psychologists to attempt to answer these questions, while examining several examples of cults from recent history and when and why they can be dangerous.
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(105 MB Powerpoint Presentation)
In this lecture Dr. Shermer considers the evolutionary origins of trade through the study of the economy as an evolving complex adaptive system grounded in a human nature that evolved functional adaptations to survival as a social primate species in the Paleolithic epoch in which we evolved. That is, the economy is a very complex system that changed and adapted to circumstances as it evolved out of a much simpler system, that we spent the first 90,000 years of our lives as hunter-gatherers living in small bands, and that this environment created a psychology not always well equipped to understand or live in the modern world.
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(172 MB Powerpoint Presentation)
In this lecture Shermer addresses three aspects of evolution and economics: (1) How the market has a mind of its own—that is, how economies evolved from hunter-gathering to consumer-trading. (2) How minds operate in markets—that is, how the human brain evolved to operate in a hunter-gatherer economy but must function in a consumer-trader economy. (3) How minds and markets are moral—that is, how moral emotions evolved to enable us to cooperate and how this capacity facilitates fair and free trade.
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(58 MB Powerpoint Presentation)
Evolution, Intelligent Design, and the Battle
for Science and Religion
Evolution happened, and the theory describing it is one of the most well-founded in all of science. Then why do half of all Americans reject it? There are religious and political reasons, and in Why Darwin Matters, historian of science and bestselling author Dr. Michael Shermer diffuses these fears by examining what evolution really is, how we know it happened, and how to test it. Dr. Shermer then discusses what science is through a brief history of the evolution-creation controversy—from the Scopes’ Monkey Trial of 1925 through the creationism trials of the 1960s and 1970s, to the landmark U.S. Supreme Court case of 1987, to the Intelligent Design controversies of the 1990s and 2000s—demonstrating clearly how and why creationism and Intelligent Design theory are not science. Dr. Shermer builds a powerful case for evolution as the theory that most closely parallels the Christian model of human nature and the conservative model of free market economics. Dr. Shermer was once an evangelical Christian and a creationist, and is now one of the best-known public intellectuals defending evolutionary theory, so Why Darwin Matters provides readers with an insiders’ guide to the evolution-creation debate, in which he shows why creationism and Intelligent Design are not only bad science, they are bad theology, and why science should be embraced by people of all beliefs.
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(267 MB Powerpoint Presentation)
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