Critical Thinking Education and Debiasing

Informal Logic 34 (4):341-363 (2014)
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Abstract

There are empirical grounds to doubt the effectiveness of a common and intuitive approach to teaching debiasing strategies in critical thinking courses. We summarize some of the grounds before suggesting a broader taxonomy of debiasing strategies. This four-level taxonomy enables a useful diagnosis of biasing factors and situations, and illuminates more strategies for more effective bias mitigation located in the shaping of situational factors and reasoning infrastructure—sometimes called “nudges” in the literature. The question, we contend, then becomes how best to teach the construction and use of such infrastructures.

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Author Profiles

Tim Kenyon
University of Waterloo
Guillaume Beaulac
Carleton University