Critical thinking and values are fundamental topics of interest in higher education. The current study is an empirical validation of a university’s effort to teach students to apply critical thinking to the recognition and articulation of values contained in focal essays. A Critical Thinking about Values Assessment (CTVA) is provided, which evaluates students’ responses regarding (1) key components of critical thinking, and (2) “critical thinking about values,” in response to the essays. These two criteria were assessed at the beginning and (...) end of the semester as part of a naturally-occurring quasiexperiment. Results provide some support for the reliability and validity of the CTVA and suggest that the program has a tenuous relationship with students’ critical thinking, but a moderate to strongrelationship with students’ ability to recognize and articulate values. (shrink)

Before the establishment in the early 1800s of France's Sûreté Nationale and England's Scotland Yard, the detection of crimes was generally regarded as supernatural work, but the rise of modern science allowed mere mortals to systematize and categorize events—and thus to solve crimes. Reducing the amount of crime, however, did not reduce the fear of crime, which actually grew in the late-nineteenth century as the result of globalization and media sensationalism. Literary detectives offered an imaginary cure for an imaginary disease. (...) Sherlock Holmes, the most famous literary detective, retained many of the characteristics that earlier ages had attributed to superhuman “detectives”; a wondrous and a social being, he nonetheless was able to reassure an anxious public that even the most heinous crimes could be solved. His ability to calm the fears of the globalizing Victorian era was an early version of what later became a proliferation of imaginary characters serving similar public functions. (shrink)

Discussion of the worldwide corporate development of biotechnologies is sometimes diverted through the introduction of images of heroic medical intervention, exemplified by the statement, I would do anything to save my daughter. Such heroic images seem to justify virtually any deployment of resources and nearly any health or environmental risk. But it is instructive for future public discussions to examine the use of such images, and to note that those advocating a prominent role for biotechnologies in an expanding global economy (...) welcome such diversionary patterns. Our responsibility to do our own thinking is beset by conditions that may lead us astray. In a time burdened by profound worry—crushing inequalities among the world's peoples, an ecological crisis, and threat of nuclear war—it is tempting to avert our eyes when we are faced with grave new dangers. Moreover, in our increasingly visual culture, images have come to function as a facsimile of and substitute for real thinking. If we are to have significant discussions about the potential of biotechnology, we must not only be wary of promises of economic growth but must also be mindful of sources of diversion and the appeals of image-thinking. We should strive to become more critical of our own ways of thinking, thus opening the discussion to a fuller consideration of what needs to be saved. (shrink)