Taking Into Account Cognitive Biases to Implement an Adapted Transition Pedagogy: Interview with Thibaud Griessinger

In Cécile Renouard, Frédérique Brossard Børhaug, Ronan Le Cornec, Jonathan Dawson, Alexander Federau, David Ries, Perrine Vandecastele & Nathanaël Wallenhorst (eds.), Pedagogy of the Anthropocene Epoch for a Great Transition: A Novel Approach of Higher Education. Springer Verlag. pp. 75-81 (2023)
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Abstract

Thibaud Griessinger, a doctor in cognitive sciences, is interested in the challenges of ecological and social transition, complex thought, collective intelligence and the sharing of the knowledge of his field. In this interview he explains the different ways cognitive biaises can be understood and how it is less a bad interpretation rather than a useful cognitive tool which can sometimes make mistakes. He goes on with outlining the benefits of good awareness of cognitive biaises but also with warning on the individualizing focus it has. He then details a few methods they tried to make people realize how cognitive biases work and the importance of the collective part in this process. He explains how cognitive sciences attempt to search for universal commonalities and what links there are with evolution and gender. Finally he shows that cognitive sciences raise questions on agency and ethics.

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