psychology critical thinking points

Definition of Critical Thinking:

Description:

Critical thinking refers to the intellectual process of analyzing, evaluating, and interpreting information and arguments in a systematic and objective manner. It involves the careful examination of facts, evidence, and reasoning to form rational and well-informed judgments.

Components:

Critical thinking includes several essential components:

• Analysis: The ability to break down complex information into its constituent parts and examine them systematically.
• Evaluation: The capacity to assess the credibility, accuracy, and reliability of information and arguments.
• Inference: The skill to draw logical and reasoned conclusions based on available evidence.
• Interpretation: The aptitude to comprehend and explain the meaning and significance of information and evidence.
• Explanation: The capability to clarify and justify one’s own thought processes and reasoning, explicitly stating the underlying assumptions and principles.
• Self-regulation: The discipline to monitor one’s own thinking, recognizing and challenging biases, prejudices, and assumptions.
• Open-mindedness: The willingness to consider alternative viewpoints, perspectives, and hypotheses without prejudice or preconceived notions.

Importance:

Critical thinking plays a vital role in various aspects of life, including education, personal and professional relationships, problem-solving, decision-making, and understanding complex issues. It enables individuals to think independently, make informed judgments, evaluate the reliability of information, and develop well-reasoned arguments.

Developing and applying critical thinking skills can lead to numerous benefits, such as:

• Improved problem-solving abilities and decision-making skills.
• Enhanced communication and argumentation skills.
• Strengthened comprehension and interpretation of information.
• Increased objectivity and rationality in thinking.
• Heightened creativity and innovation.
• Reduced vulnerability to manipulation and misinformation.
• Greater self-awareness and personal growth.

Psychology: Critical Thinking

• Article Indexes
• Magazines and Newspapers
• Associations
• Resources for students
• Resources for instructors
• Subject Specific Resources

Thoughts on critical thinking

"We are approaching a new age of synthesis. Knowledge cannot be merely a degree or a skill... it demands a broader vision, capabilities in critical thinking and logical deduction without which we cannot have constructive progress." Li Ka Shing

Related terms

You can conduct your own search on critical thinking. Use these related concepts as keywords.

thought & thinking

reasoning ability

concept mapping

metacognition

thinking skills

comparative analysis

information literacy

VCC Catalogue Search

Search using keywords . You'll find books, DVDs and online resources like e-books and streaming video, as well as articles from 5 of our databases.

What is Critical Thinking?

Definitions

“Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. In its exemplary form, it is based on universal intellectual values that transcend subject matter divisions: clarity, accuracy, precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness.” The Critical Thinking Community, http://www.criticalthinking.org/pages/defining-critical-thinking/766 , accessed 04/16/2012.

"A critical thinker is someone who uses particular criteria to evaluate reasoning, form positions, and make decisions." (from Becoming a critical thinker 5th ed., Sherry Diestler, 2009) 

• identifying other people's positions, arguments and conclusions;
• evaluating the evidence for alternative points of view;
• weighing up opposing arguments and evidence fairly;
• being able to read between the lines, seeing behind surfaces, and identifying false or unfair assumptions;
• recognising techniques used to make certain positions more appealing than others. such as false logic and persuasive devices;
• reflecting on issues in a structured way, bringing logic and insight to bear;
• drawing conclusions about whether arguments are valid and justifiable, based on good evidence and sensible assumptions;
• presenting a point of view in structured, clear, well-reasoned way that convinces others."

(from Critical thinking skills , Stella Cottrell, 2005)

"Components of critical thinking

• Identifying and challenging assumptions is central to critical thinking
• Challenging the importance of context is crucial to critical thinking
• Critical thinkers try to imagine and explore alternatives
• Imagining and exploring alternatives leads to reflective skepticism"

(from Developing critical thinkers , Stephen D. Brookfield, 1987)

Learning Centre at VCC

The English tutors are here to help you develop your writing skills for success in VCC courses and in your life.

Just drop into your campus Learning Centre and find out how to get help.

Tutors can help you with your VCC course work by:

• reviewing marked assignments so you can revise and improve your writing
• reviewing parts of your writing by answering specific questions
• listening to and discussing your ideas
• helping you make a writing plan
• directing you to useful resources to improve editing and writing skills
• providing feedback on your resume and cover letter

Need help?     Ask Us ! ([email protected])

Or try our real-time Chat Help.

• << Previous: Associations
• Next: Resources for students >>
• Last Updated: Oct 3, 2024 12:07 PM
• URL: https://libguides.vcc.ca/psychology

• Subject List
• Take a Tour
• For Authors
• Subscriber Services
• Publications
• African American Studies
• African Studies
• American Literature
• Anthropology
• Architecture Planning and Preservation
• Art History
• Atlantic History
• Biblical Studies
• British and Irish Literature
• Childhood Studies
• Chinese Studies
• Cinema and Media Studies
• Communication
• Criminology
• Environmental Science
• Evolutionary Biology
• International Law
• International Relations
• Islamic Studies
• Jewish Studies
• Latin American Studies
• Latino Studies
• Linguistics
• Literary and Critical Theory
• Medieval Studies
• Military History
• Political Science
• Public Health
• Renaissance and Reformation
• Social Work
• Urban Studies
• Victorian Literature
• Browse All Subjects

How to Subscribe

• Free Trials

In This Article Expand or collapse the "in this article" section Critical Thinking

Introduction, general overviews.

• Importance of Thinking Critically
• Defining Critical Thinking
• General Skills
• Specific Skills
• Metacognitive Monitoring Skills
• Critical Thinking Dispositions
• Teaching Specific Skills
• Encouraging a Disposition toward Thinking Critically
• Transfer to Other Domains
• Metacognitive Monitoring
• General or Comprehensive Assessments
• Metacognition Assessments
• Critical Thinking Disposition Assessments
• Thinking Critically about Critical Thinking

Related Articles Expand or collapse the "related articles" section about

About related articles close popup.

Lorem Ipsum Sit Dolor Amet

Vestibulum ante ipsum primis in faucibus orci luctus et ultrices posuere cubilia Curae; Aliquam ligula odio, euismod ut aliquam et, vestibulum nec risus. Nulla viverra, arcu et iaculis consequat, justo diam ornare tellus, semper ultrices tellus nunc eu tellus.

• Artificial Intelligence, Machine Learning, and Psychology
• Assessment of Thinking in Educational Settings
• Human Memory
• Learning Theory
• Mindfulness
• Problem Solving and Decision Making
• Procrastination
• Student Success in College
• Teaching of Psychology
• Thinking Skills in Educational Settings
• Women and Science, Technology, Engineering, and Math (STEM)

Other Subject Areas

Forthcoming articles expand or collapse the "forthcoming articles" section.

• Data Visualization
• Executive Functions in Childhood
• Remote Work
• Find more forthcoming articles...
• Export Citations
• Share This Facebook LinkedIn Twitter

Critical Thinking by Heather Butler , Diane Halpern LAST REVIEWED: 29 November 2011 LAST MODIFIED: 29 November 2011 DOI: 10.1093/obo/9780199828340-0019

Critical thinking has been described in many ways, but researchers generally agree that critical thinking involves rational, purposeful, and goal-directed thinking (see Defining Critical Thinking ). Diane F. Halpern defined critical thinking as an attempt to increase the probability of a desired outcome (e.g., making a sound decision, successfully solving a problem) by using certain cognitive skills and strategies. Critical thinking is more than just a collection of skills and strategies: it is a disposition toward engaging with problems. Critical thinkers are flexible, open-minded, persistent, and willing to exert mental energy working on tough problems. Unlike poor thinkers, critical thinkers are willing to admit they have made an error in judgment if confronted with contradictory evidence, and they operate on autopilot much less than poor thinkers (see Critical Thinking Dispositions ). There is good evidence that critical thinking skills and dispositions can be taught (see Teaching Critical Thinking ). This guide includes (a) sources that extol the importance of critical thinking, (b) research that identifies specific critical thinking skills and conceptualizations of critical thinking dispositions, (c) a list of the best practices for teaching critical thinking skills and dispositions, and (d) a review of research into ways of assessing critical thinking skills and dispositions (see Assessments ).

The sources highlighted here include textbooks, literature reviews, and meta-analyses related to critical thinking. These contributions come from both psychological ( Halpern 2003 ; Nisbett 1993 ; Sternberg, et al. 2007 ) and philosophical ( Ennis 1962 , Facione 1990 ) perspectives. Many of these general overviews are textbooks ( Facione 2011b ; Halpern 2003 ; Nisbett 1993 ; Sternberg, et al. 2007 ), while the other sources are review articles or commentaries. Most resources were intended for a general audience, but Sternberg, et al. 2007 was written specifically to address critical thinking in psychology. Those interested in a historical reference are referred to Ennis 1962 , which is credited by some as renewing contemporary interest in critical thinking. Those interested in a more recent conceptualization of critical thinking are referred to Facione 2011a , which is a short introduction to the field of critical thinking that would be appropriate for those new to the field, or Facione 1990 , which summarizes a collaborative definition of critical thinking among philosophers using the Delphi method. Facione 2011b would be a valuable resource for philosophers teaching critical thinking or logic courses to general audiences. For psychologists teaching critical thinking courses to a general audience, Halpern 2003 , an empirically based textbook, covers a wide range of topics; a new edition is expected soon. Fisher 2001 is also intended for general audiences and teaches a wide variety of critical thinking skills. Nisbett 1993 tackles the question of whether critical thinking skills can be taught and provides ample empirical evidence to that end. Sternberg, et al. 2007 is a good resource for psychology students interested in learning how to improve their scientific reasoning skills, a specific set of thinking skills needed by psychology and other science students.

Ennis, Robert H. 1962. A concept of critical thinking: A proposed basis of research in the teaching and evaluation of critical thinking. Harvard Educational Review 32:81–111.

A discussion of how critical thinking is conceptualized from a philosopher’s perspective. Critical of psychology’s definition of critical thinking at the time. Emphasizes twelve aspects of critical thinking.

Facione, Peter A. 1990. Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction; Executive Summary of The Delphi Report . Millbrae, CA: California Academic Press.

Describes the critical thinking movement, definitions of critical thinking agreed upon by philosophers using the Delphi method, the assessment of critical thinking, and how critical thinking can be taught.

Facione, Peter A. 2011a. Critical thinking: What it is and why it counts . Millbrae, CA: Insight Assessment.

This accessible paper defines critical thinking, elaborates on specific critical thinking skills, and discusses what it means to have (or not have) a critical thinking disposition. A distinction is made between system 1 (shallow processing) and system 2 (deeper processing) thinking. Good resource for students new to the field.

Facione, Peter A. 2011b. THINK critically . Upper Saddle River, NJ: Prentice Hall.

Written from a philosophical perspective this critical thinking textbook emphasizes the application of critical thinking to the real world and offers positive examples of critical thinking. Chapters cover inductive, deductive, comparative, ideological, and empirical reasoning

Fisher, Alec. 2001. Critical thinking: An introduction . Cambridge, UK: Cambridge Univ. Press.

Textbook intended for college students discusses various types of reasoning, causality, argument analysis, and decision making. Includes exercises for students and teachers.

Halpern, Diane F. 2003. Thought & knowledge: An introduction to critical thinking . 4th ed. Mahwah, NJ: Lawrence Erlbaum.

This textbook, written by a cognitive psychologist, is grounded in theory and research from the learning sciences and offers practical examples. Chapters include an introduction to the topic and the correlates of critical thinking, memory, thought and language, reasoning, analyzing arguments, thinking as hypothesis testing, likelihood and uncertainty, decision making, development of problem-solving skills, and creative thinking.

Nisbett, Richard E. 1993. Rules for reasoning . Hillsdale, NJ: Lawrence Erlbaum.

This text is rich with empirical evidence that critical thinking skills can be taught to undergraduate and graduate students. Each chapter discusses research on an aspect of reasoning (e.g., statistical reasoning, heuristics, inductive reasoning) with special emphasis on teaching the application of these skills to everyday problems.

Sternberg, Robert J., Henry L. Roediger III, and Diane F. Halpern, eds. 2007. Critical thinking in psychology . New York: Cambridge Univ. Press.

This edited book explores several aspects of critical thinking that are needed to fully understand key topics in psychology such as experiment research, statistical inference, case studies, logical fallacies, and ethical judgments. Experts discuss the critical thinking strategies they engage in. Interesting discussion of historical breakthroughs due to critical thinking.

back to top

Users without a subscription are not able to see the full content on this page. Please subscribe or login .

Oxford Bibliographies Online is available by subscription and perpetual access to institutions. For more information or to contact an Oxford Sales Representative click here .

• About Psychology »
• Meet the Editorial Board »
• Abnormal Psychology
• Academic Assessment
• Acculturation and Health
• Action Regulation Theory
• Action Research
• Addictive Behavior
• Adolescence
• Adoption, Social, Psychological, and Evolutionary Perspect...
• Advanced Theory of Mind
• Affective Forecasting
• Affirmative Action
• Ageism at Work
• Allport, Gordon
• Alzheimer’s Disease
• Ambulatory Assessment in Behavioral Science
• Analysis of Covariance (ANCOVA)
• Animal Behavior
• Animal Learning
• Anxiety Disorders
• Art and Aesthetics, Psychology of
• Assessment and Clinical Applications of Individual Differe...
• Attachment in Social and Emotional Development across the ...
• Attention-Deficit/Hyperactivity Disorder (ADHD) in Adults
• Attention-Deficit/Hyperactivity Disorder (ADHD) in Childre...
• Attitudinal Ambivalence
• Attraction in Close Relationships
• Attribution Theory
• Authoritarian Personality
• Bayesian Statistical Methods in Psychology
• Behavior Therapy, Rational Emotive
• Behavioral Economics
• Behavioral Genetics
• Belief Perseverance
• Bereavement and Grief
• Biological Psychology
• Birth Order
• Body Image in Men and Women
• Bystander Effect
• Categorical Data Analysis in Psychology
• Childhood and Adolescence, Peer Victimization and Bullying...
• Clark, Mamie Phipps
• Clinical Neuropsychology
• Clinical Psychology
• Cognitive Consistency Theories
• Cognitive Dissonance Theory
• Cognitive Neuroscience
• Communication, Nonverbal Cues and
• Comparative Psychology
• Competence to Stand Trial: Restoration Services
• Competency to Stand Trial
• Computational Psychology
• Conflict Management in the Workplace
• Conformity, Compliance, and Obedience
• Consciousness
• Coping Processes
• Correspondence Analysis in Psychology
• Counseling Psychology
• Creativity at Work
• Critical Thinking
• Cross-Cultural Psychology
• Cultural Psychology
• Daily Life, Research Methods for Studying
• Data Science Methods for Psychology
• Data Sharing in Psychology
• Death and Dying
• Deceiving and Detecting Deceit
• Defensive Processes
• Depressive Disorders
• Development, Prenatal
• Developmental Psychology (Cognitive)
• Developmental Psychology (Social)
• Diagnostic and Statistical Manual of Mental Disorders (DSM...
• Discrimination
• Dissociative Disorders
• Drugs and Behavior
• Eating Disorders
• Ecological Psychology
• Educational Settings, Assessment of Thinking in
• Effect Size
• Embodiment and Embodied Cognition
• Emerging Adulthood
• Emotional Intelligence
• Empathy and Altruism
• Employee Stress and Well-Being
• Environmental Neuroscience and Environmental Psychology
• Ethics in Psychological Practice
• Event Perception
• Evolutionary Psychology
• Expansive Posture
• Experimental Existential Psychology
• Exploratory Data Analysis
• Eyewitness Testimony
• Eysenck, Hans
• Factor Analysis
• Festinger, Leon
• Five-Factor Model of Personality
• Flynn Effect, The
• Forensic Psychology
• Forgiveness
• Friendships, Children's
• Fundamental Attribution Error/Correspondence Bias
• Gambler's Fallacy
• Game Theory and Psychology
• Geropsychology, Clinical
• Global Mental Health
• Habit Formation and Behavior Change
• Health Psychology
• Health Psychology Research and Practice, Measurement in
• Heider, Fritz
• Heuristics and Biases
• History of Psychology
• Human Factors
• Humanistic Psychology
• Implicit Association Test (IAT)
• Industrial and Organizational Psychology
• Inferential Statistics in Psychology
• Insanity Defense, The
• Intelligence
• Intelligence, Crystallized and Fluid
• Intercultural Psychology
• Intergroup Conflict
• International Classification of Diseases and Related Healt...
• International Psychology
• Interviewing in Forensic Settings
• Intimate Partner Violence, Psychological Perspectives on
• Introversion–Extraversion
• Item Response Theory
• Law, Psychology and
• Lazarus, Richard
• Learned Helplessness
• Learning versus Performance
• LGBTQ+ Romantic Relationships
• Lie Detection in a Forensic Context
• Life-Span Development
• Locus of Control
• Loneliness and Health
• Mathematical Psychology
• Meaning in Life
• Mechanisms and Processes of Peer Contagion
• Media Violence, Psychological Perspectives on
• Mediation Analysis
• Memories, Autobiographical
• Memories, Flashbulb
• Memories, Repressed and Recovered
• Memory, False
• Memory, Human
• Memory, Implicit versus Explicit
• Memory in Educational Settings
• Memory, Semantic
• Meta-Analysis
• Metacognition
• Metaphor, Psychological Perspectives on
• Microaggressions
• Military Psychology
• Mindfulness and Education
• Minnesota Multiphasic Personality Inventory (MMPI)
• Money, Psychology of
• Moral Conviction
• Moral Development
• Moral Psychology
• Moral Reasoning
• Nature versus Nurture Debate in Psychology
• Neuroscience of Associative Learning
• Nonergodicity in Psychology and Neuroscience
• Nonparametric Statistical Analysis in Psychology
• Observational (Non-Randomized) Studies
• Obsessive-Complusive Disorder (OCD)
• Occupational Health Psychology
• Older Workers
• Olfaction, Human
• Operant Conditioning
• Optimism and Pessimism
• Organizational Justice
• Parenting Stress
• Parenting Styles
• Parents' Beliefs about Children
• Path Models
• Peace Psychology
• Perception, Person
• Performance Appraisal
• Personality and Health
• Personality Disorders
• Personality Psychology
• Person-Centered and Experiential Psychotherapies: From Car...
• Phenomenological Psychology
• Placebo Effects in Psychology
• Play Behavior
• Positive Psychological Capital (PsyCap)
• Positive Psychology
• Posttraumatic Stress Disorder (PTSD)
• Prejudice and Stereotyping
• Pretrial Publicity
• Prisoner's Dilemma
• Prosocial Behavior
• Prosocial Spending and Well-Being
• Protocol Analysis
• Psycholinguistics
• Psychological Literacy
• Psychological Perspectives on Food and Eating
• Psychology, Political
• Psychoneuroimmunology
• Psychophysics, Visual
• Psychotherapy
• Psychotic Disorders
• Publication Bias in Psychology
• Reasoning, Counterfactual
• Rehabilitation Psychology
• Relationships
• Reliability–Contemporary Psychometric Conceptions
• Religion, Psychology and
• Replication Initiatives in Psychology
• Research Methods
• Risk Taking
• Role of the Expert Witness in Forensic Psychology, The
• Sample Size Planning for Statistical Power and Accurate Es...
• Schizophrenic Disorders
• School Psychology
• School Psychology, Counseling Services in
• Self, Gender and
• Self, Psychology of the
• Self-Construal
• Self-Control
• Self-Deception
• Self-Determination Theory
• Self-Efficacy
• Self-Esteem
• Self-Monitoring
• Self-Regulation in Educational Settings
• Self-Report Tests, Measures, and Inventories in Clinical P...
• Sensation Seeking
• Sex and Gender
• Sexual Minority Parenting
• Sexual Orientation
• Signal Detection Theory and its Applications
• Simpson's Paradox in Psychology
• Single People
• Single-Case Experimental Designs
• Situational Strength
• Skinner, B.F.
• Sleep and Dreaming
• Small Groups
• Social Class and Social Status
• Social Cognition
• Social Neuroscience
• Social Support
• Social Touch and Massage Therapy Research
• Somatoform Disorders
• Spatial Attention
• Sports Psychology
• Stanford Prison Experiment (SPE): Icon and Controversy
• Stereotype Threat
• Stereotypes
• Stress and Coping, Psychology of
• Subjective Wellbeing Homeostasis
• Taste, Psychological Perspectives on
• Terror Management Theory
• Testing and Assessment
• The Concept of Validity in Psychological Assessment
• The Neuroscience of Emotion Regulation
• The Reasoned Action Approach and the Theories of Reasoned ...
• The Weapon Focus Effect in Eyewitness Memory
• Theory of Mind
• Therapy, Cognitive-Behavioral
• Time Perception
• Trait Perspective
• Trauma Psychology
• Twin Studies
• Type A Behavior Pattern (Coronary Prone Personality)
• Unconscious Processes
• Video Games and Violent Content
• Virtues and Character Strengths
• Women and Science, Technology, Engineering, and Math (STEM...
• Women, Psychology of
• Work Well-Being
• Workforce Training Evaluation
• Wundt, Wilhelm
• Privacy Policy
• Cookie Policy
• Legal Notice
• Accessibility

Powered by:

• [66.249.64.20|81.177.182.174]
• 81.177.182.174

Diversity of Thought in Polarized Times

How to promote understanding and collaboration in a polarized climate..

Updated October 22, 2024 | Reviewed by Abigail Fagan

• Why Education Is Important
• Take our ADHD Test
• Find a Child Therapist
• Diverse perspectives often face resistance in academia and society.
• Self-censorship on campuses hinders civic dialogue of controversial topics.
• Emotional ties to issues create affective polarization, complicating civic, rational discourse.

To illustrate the issue of resistance to diversity of thought, I want to begin with an example from my own research. Diversity of thought is not only a challenge in social and political realms—it has always been an issue in science too.

Years ago, I conducted a research study that brought together descendants of Holocaust survivors and descendants of Nazis for a meeting at Harvard University. Later, I extended this work to include descendants of enslaved people and descendants of slaveholders.

My hypothesis was that both the descendants of the victims and the oppressors would have been impacted by the injustices of the past, and I sought to explore the psychological legacies of historical injustice on both groups.

Although this was a research study grounded in scientific inquiry, the idea itself was met with significant resistance. Some argued that this was a case of moral equivalency, as if simply studying the psychological impact on both descendant groups was somehow implying that the suffering of the victims was equivalent to the actions of the oppressors.

I had to spend time explaining that this was not the assumption of the study; rather, the point of research is to explore questions, not to make assumptions. The goal was to investigate how both groups of descendants had been impacted by historical injustice, not to make any claims of equal responsibility or experience (Weissmark, 2012). At the time, I was also mindful of how this controversial research might affect my tenure review, which, while ultimately successful, felt risky given the sensitive nature of the study.

What I encountered was not just resistance to the content but to the very idea of exploring it scientifically. This experience mirrors a broader problem in today’s society, especially in academic settings, where certain topics are increasingly seen as off-limits or too emotionally charged for discussion.

However, science has a long history of exploring ideas that were initially seen as taboo. Perhaps the most famous example of the resistance to diversity of thought in science is the one associated with Nicolaus Copernicus. When Copernicus suggested that the Earth revolves around the Sun, he faced fierce opposition from the authorities. Copernicus waited until 1543, shortly before his death to publish his research.

Few people accepted Copernicus's theory that the Sun, not the Earth was at the center of the solar system. And those people who did give credence to the idea were charged with heresy, like Galileo, who was tried in 1633 for heresy under the Roman Inquisition and placed under house arrest for life.

Yet, eventually, the Copernican idea sparked a revolution in scientific thought and reshaped our understanding of the universe. Science has always pushed boundaries , and what was once controversial often becomes the foundation for new knowledge.

Stifled Learning Environments on College Campuses

College campuses have traditionally been the breeding grounds for developing and testing groundbreaking ideas. These were institutions where students and faculty were inspired to challenge the prevailing status quo and test new theories and hypotheses. However, in recent years, campuses have become stifled learning environments.

The 2024 Knight Foundation-Ipsos survey, conducted between March 7 and 28, reveals that two in three students (n=1,678) are now concerned about expressing their opinions. Similarly, two in three students report self-censoring during classroom discussions, particularly on sensitive topics like gender , race, or religion. Also, a recent Harvard study found that nearly half of the faculty are hesitant to engage with these controversial subjects (Harvard, 2024).

Most students believe this self-censorship limits valuable educational conversations on campus. Additionally, the majority of students are unaware of any initiatives at their school aimed at promoting positive discussions (Knight Foundation, 2024).

Climate of Self-Censorship and Affective Polarization

This climate of self-censorship in classrooms on college campuses stifles the very purpose of higher education: the exploration of knowledge and the development of critical thinking. This increasing reluctance to express opinions on controversial topics is what social scientists refer to as “affective polarization.” It occurs when individuals’ emotional identities become deeply entwined with social issues, making rational discourse nearly impossible.

When people’s beliefs about topics like race, gender, or religion become central to their identity , any challenge to these beliefs feels like a personal attack. As a result, conversations devolve into emotional arguments rather than thoughtful discussions. This dynamic makes it nearly impossible to approach these issues objectively.

Some have suggested that the solution to this problem is to teach students how to debate and argue effectively. This might work for a subset of individuals—those who thrive in adversarial environments like politicians or lawyers—it overlooks the fact that not everyone learns well in a win-lose context.

While teaching students how to debate and argue effectively can be valuable, especially for those who excel in adversarial environments, it is not the only approach. My Science of Diversity Method offers a complementary framework. By encouraging thoughtful exploration of complex issues without the pressure to "win," this method provides an alternative for those who may feel less comfortable in combative settings. Both methods can coexist, offering students a range of tools for engaging in meaningful discourse.

Science of Diversity Method: Avoiding Affective Polarization

This is a framework that isn’t limited to students or scientists or academics. It’s a method for anyone seeking to explore difficult topics—whether they’re about diversity, politics , or any other controversial issue. Unlike other diversity initiatives, which often come with a pre-established agenda, the Science of Diversity Method is rooted in the scientific method. It encourages individuals to gather data, form hypotheses, and test their assumptions (Weissmark, 2023). It is designed to help people navigate emotionally charged topics without falling into the trap of affective polarization (Weissmark, 2020; Weissmark, 2024)

It consists of five key principles:

• Gather Evidence : Begin by gathering as much evidence as possible, even from sources you might not agree with. This helps eliminate bias and ensures a more comprehensive understanding of the issue.
• Formulate Hypotheses : After gathering evidence, formulate multiple hypotheses. Do not just settle on the one that feels right; consider all possibilities.
• Test Your Assumptions : Testing your assumptions involves researching the literature or running a research study or listening to others, especially those with differing viewpoints, and seeing how your hypotheses hold up. It requires intellectual humility and a willingness to be proven wrong.
• Challenge Biases : We all have biases, and they often get in the way of formulating hypotheses or interpreting data. This method encourages individuals to reflect on their biases and actively work to mitigate them.
• Seek Understanding, Not Victory : The goal is not to win an argument but to increase understanding. This approach helps reduce affective polarization by focusing on knowledge rather than emotional identity.

The scientific method has been our most reliable tool for increasing knowledge since its development in ancient times. It is a universally accepted method that has stood the test of time, helping humanity make sense of the world.

Ultimately, universities and colleges are supposed to be places that foster knowledge. Yet, in today’s polarized environment, that goal is becoming harder to achieve. The Science of Diversity Method offers a way forward. It allows students, faculty, and the public to engage with difficult, controversial subjects in a way that doesn’t reduce conversations to emotional battles. Instead, it promotes an approach grounded in inquiry, evidence, reason, and open-mindedness.

If we are intent on addressing the complex issues of diversity—whether in terms of race, gender, religion, or political ideology—we can apply the scientific method to these discussions. By doing so we can hope to surpass the current polarization and advance our understanding of these vital issues.

Copyright 2024 Weissmark All Rights Reserved

Harvard. (2024 ). Report on Open Inquiry and Constructive Dialogue . Office of the Provost. https://provost.harvard.edu/report-open-inquiry-and-constructive-dialog…

Knight Foundation. (2024 July 30). College Student Views on Free Expression and Campus Speech 2024. Knight Foundation. https://knightfoundation.org/reports/college-student-views-on-free-expr…

Weissmark, M. (2012). Justice Matters: Legacies of the Holocaust and World War II. Oxford University Press.

Weissmark, M. (2020). The Science of Diversity. Oxford University Press.

Weissmark, M. (2023, August 29). 5 Helpful Hacks for Depolarizing Our Divided Conversations. Psychology Today. https://www.psychologytoday.com/ca/blog/justice-matters/202308/5-helpfu…

Weissmark, M. (2024, August 16). Cultivating Constructive Dialogue: The Science Diversity Method. Psychology Today. https://www.psychologytoday.com/ca/blog/justice-matters/202408/cultivat…

(Ipsos conducted this poll March 7-28, 2024, using the Ipsos Knowledge Panel® and the YouthPulse Panel, on behalf of Knight Foundation. This poll is based on a representative sample of 1,678 currently enrolled college students between the ages of 18 and 24. The sample includes 418 students who attend two-year colleges and 1,246 students at four-year colleges.)

ACKNOWLEDGMENTS

I want to thank my husband, Daniel Giacomo, for all his thoughtful discussions and helpful suggestions while I was working on this article. I’m also grateful to Darrell Graham for his critical reviews. A special thanks to Menna Saleh for being such an amazing teaching fellow for our Psychology of Diversity courses at Harvard University and helping to explain these concepts so well. I so appreciate Bushra Hassan for expertly managing our social media efforts to help us reach a wider audience. And thanks to Amy Pham for her help with the image, the reference sections, and for creating videos that showcase our work!

Mona Sue Weissmark, Ph.D. , is a psychology professor and founder of the Program Initiative for Global Mental Health Studies at Northwestern University.

• Find Counselling
• Find Online Therapy
• South Africa
• Johannesburg
• Port Elizabeth
• Bloemfontein
• Vereeniging
• East London
• Pietermaritzburg
• Asperger's
• Bipolar Disorder
• Chronic Pain
• Eating Disorders
• Passive Aggression
• Personality
• Goal Setting
• Positive Psychology
• Stopping Smoking
• Low Sexual Desire
• Relationships
• Child Development
• Self Tests NEW
• Therapy Center
• Diagnosis Dictionary
• Types of Therapy

It’s increasingly common for someone to be diagnosed with a condition such as ADHD or autism as an adult. A diagnosis often brings relief, but it can also come with as many questions as answers.

• Emotional Intelligence
• Gaslighting
• Affective Forecasting
• Neuroscience