Jason Baehr, Deep in Thought: A Practical Guide to Teaching for Intellectual Virtues

Hare, William

doi:10.1163/17455243-19060007

Cited by 10 publications

(17 citation statements)

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“…This finding is consistent with previous empirical research on the present intervention, which showed a positive association with participation in a pilot implementation on NFC (Orona & Pritchard, 2021). The notion of instructing individuals on thinking dispositions and subsequently observing positive cognitive outcomes also agrees with previous research on undergraduate experiences (Cacioppo et al, 1996;Chen, 2015;Colling et al, 2022), as well as theoretical work (e.g., Baehr, 2013Baehr, , 2021 pertaining to attributes synonymous with thinking dispositions (intellectual virtues).…”

Section: The Malleability Of Thinking Dispositions and Teaching Ratio...supporting

confidence: 91%

Thinking Disposition Education Improves Cognitive Reflection: Experimental Results from Two Intervention Studies

Orona¹,

Trautwein²

2023

Preprint

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Cognitive reflection is a construct measuring one’s ability to disengage automatic or type I processing and instead activate effortful deliberation, described as type II processing in dual process theories. Successfully overriding intuitive responses is posited to rely on, in part, trait-like attributes known as thinking dispositions, though a causal link has not been established. The present research is the first randomized controlled trial investigating the effect of a novel thinking dispositionintervention (TDI)—a 7-week educational curriculum—on cognitive reflection performance. In Study 1, subjects (N = 338) were randomized to either the TDI or a control condition. In Study 2, subjects (N = 86) were randomized to either the TDI or a reasoning intervention. Bayesian regression was utilized to obtain posterior distributions of the treatment effect(s). We find that subjects exposed to the curriculum aimed at promoting thinking dispositions exhibited greater increases in cognitive reflection than a control condition; however, the effects appear limited when compared to a reasoning intervention. Implications for dual process theory are discussed.

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Section: The Malleability Of Thinking Dispositions and Teaching Ratio...supporting

confidence: 91%

Thinking Disposition Education Improves Cognitive Reflection: Experimental Results from Two Intervention Studies

Orona¹,

Trautwein²

2023

Preprint

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“…If virtue and vice epistemologists did nothing but conceptual analysis, this reservation would be warranted. In reality, however, the field shows a strong interest in applying philosophical insight into educational contexts—teaching intellectual virtues has become a subject of study on its own (Baehr 2016; 2021)—while also offering concrete suggestions on how to remedy epistemic injustices in real‐life situations (Cassam 2019; Tanesini 2021). Insofar as this means that the field seeks to “contribute to the ameliorative task of improving both our epistemic characters and the epistemic dynamics of our communities” (Kidd 2016, 181), language of virtue and vice as used by nineteenth‐century historians and physicists suddenly becomes relevant, not for any conceptual clarity that it offers about the nature of speculation, but because it demonstrates that scholars cared about virtues and vices, that they made great efforts to specify which virtues were most important in their research areas, and that they tried to socialize their students into these virtues, both by talking about duties and dangers and by presenting (positive or negative) models of virtue and vice.…”

Section: Discussionmentioning

confidence: 99%

The Icarus flight of speculation: Philosophers' vices as perceived by nineteenth‐century historians and physicists

Hagen

Paul

2023

Metaphilosophy

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Why did nineteenth-century German historians and physicists habitually warn against vices that they believed philosophers in particular embodied: speculation, absence of common sense, and excessive systematizing? Drawing on a rich array of sources, this article interprets this vice-charging as a rhetorical practice aimed at delineating empirical research from Naturphilosophie and Geschichtsphilosophie as practiced in the heyday of German Idealism. The strawman of "the philosopher" as invoked by historians and physicists served as a negative model for strongly empiricist scholars committed to virtues like precision, thoroughness, and conscientiousness. In their historical narratives, historians and physicists consistently depicted philosophy either as a relic from the past or as a phase that they had virtuously left behind. This boundary work was central to the self-positioning of both history and physics, which makes clear that the persona of the philosopher mattered not only to philosophers but also to scholars in adjacent disciplines.

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“…Pero, para repetir, aquí solo nos conciernen grupos relevantemente diversos y compuestos por individuos intelectualmente humildes. Para mayor desarrollo de estos asuntos, véase De Brasi, 2020 para desarrollar hábitos cognitivos como la humildad intelectual (Baehr, 2021) y por lo tanto tal entrenamiento podría realizarse en la escuela judicial (e idealmente antes). Por lo tanto, la consideración de diversas perspectivas requiere, mínimamente, de políticas de inclusión (que se extienden más allá del sistema judicial) y el desarrollo, a través de entrenamiento, de un carácter intelectual humilde.…”

Section: Cambios Institucionales Relacionados a La Consideración De D...unclassified

Jueces e injusticias epistémicas

Brasi

2023

Rev. Bras. Dir. Proc. Penal

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Las injusticias epistémicas causan un mal a alguien en su condición de sujeto epistémico; es decir, como sujeto que participa en la producción, mantención y transmisión de bienes epistémicos. Asumiendo que una de las metas, pero no ciertamente la única, del sistema judicial es promover decisiones que sean razonablemente plausibles, las injusticias epistémicas interfieren con dicha meta. Un objetivo de este artículo es ofrecer un par de recomendaciones institucionales que contribuyen a disminuir las injusticias epistémicas que los jueces pudieran cometer. Estas recomendaciones se basan en data empírica proveniente de las ciencias sociales. Otro objetivo es argumentar, en parte en base a esas intervenciones, que ni el enfoque individualista ni el estructuralista, que ubican el problema y los cambios necesarios para remediarlo en la mente del individuo o las estructuras de nuestro entorno (respectivamente), son adecuadamente concebidos. En particular, el artículo responde a la pregunta: ¿qué tipo de intervenciones, dada la data empírica disponible, es más probable que sea eficiente?, mostrando que esas intervenciones son híbridas, combinando lo individual y lo estructural, dada la interdependencia de lo individual y lo estructural, y ofreciendo dos ejemplos ilustrativos de distintas estrategias de este tipo de intervenciones.

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Jason Baehr, Deep in Thought: A Practical Guide to Teaching for Intellectual Virtues

Cited by 10 publications

References 0 publications

Thinking Disposition Education Improves Cognitive Reflection: Experimental Results from Two Intervention Studies

Thinking Disposition Education Improves Cognitive Reflection: Experimental Results from Two Intervention Studies

The Icarus flight of speculation: Philosophers' vices as perceived by nineteenth‐century historians and physicists

Jueces e injusticias epistémicas

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