Smart People Believe Weird Things
Matthew X
profrv at nex.net.au
Fri May 14 13:03:18 PDT 1999
This as UK surveys reveal most britons regard the death of Diana as a far
greater hirstorical event than WW2.
September 2002 issue
Smart People Believe Weird Things
Rarely does anyone weigh facts before deciding what to believe
By Michael Shermer
In April 1999, when I was on a lecture tour for my book Why People Believe
Weird Things, the psychologist Robert Sternberg attended my presentation at
Yale University. His response to the lecture was both enlightening and
troubling. It is certainly entertaining to hear about other people's weird
beliefs, Sternberg reflected, because we are confident that we would never
be so foolish. But why do smart people fall for such things? Sternberg's
challenge led to a second edition of my book, with a new chapter expounding
on my answer to his question: Smart people believe weird things because
they are skilled at defending beliefs they arrived at for nonsmart reasons.
Rarely do any of us sit down before a table of facts, weigh them pro and
con, and choose the most logical and rational explanation, regardless of
what we previously believed. Most of us, most of the time, come to our
beliefs for a variety of reasons having little to do with empirical
evidence and logical reasoning. Rather, such variables as genetic
predisposition, parental predilection, sibling influence, peer pressure,
educational experience and life impressions all shape the personality
preferences that, in conjunction with numerous social and cultural
influences, lead us to our beliefs. We then sort through the body of data
and select those that most confirm what we already believe, and ignore or
rationalize away those that do not.
This phenomenon, called the confirmation bias, helps to explain the
findings published in the National Science Foundation's biennial report
(April 2002) on the state of science understanding: 30 percent of adult
Americans believe that UFOs are space vehicles from other civilizations; 60
percent believe in ESP; 40 percent think that astrology is scientific; 32
percent believe in lucky numbers; 70 percent accept magnetic therapy as
scientific; and 88 percent accept alternative medicine.
Education by itself is no paranormal prophylactic. Although belief in ESP
decreased from 65 percent among high school graduates to 60 percent among
college graduates, and belief in magnetic therapy dropped from 71 percent
among high school graduates to 55 percent among college graduates, that
still leaves more than half fully endorsing such claims! And for embracing
alternative medicine, the percentages actually increase, from 89 percent
for high school grads to 92 percent for college grads.
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The siren song of pseudoscience can be too alluring to resist.
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We can glean a deeper cause of this problem in another statistic: 70
percent of Americans still do not understand the scientific process,
defined in the study as comprehending probability, the experimental method
and hypothesis testing. One solution is more and better science education,
as indicated by the fact that 53 percent of Americans with a high level of
science education (nine or more high school and college science/math
courses) understand the scientific process, compared with 38 percent of
those with a middle-level science education (six to eight such courses) and
17 percent with a low level (five or fewer courses).
The key here is teaching how science works, not just what science has
discovered. We recently published an article in Skeptic (Vol. 9, No. 3)
revealing the results of a study that found no correlation between science
knowledge (facts about the world) and paranormal beliefs. The authors, W.
Richard Walker, Steven J. Hoekstra and Rodney J. Vogl, concluded: "Students
that scored well on these [science knowledge] tests were no more or less
skeptical of pseudoscientific claims than students that scored very poorly.
Apparently, the students were not able to apply their scientific knowledge
to evaluate these pseudoscientific claims. We suggest that this inability
stems in part from the way that science is traditionally presented to
students: Students are taught what to think but not how to think."
To attenuate these paranormal belief statistics, we need to teach that
science is not a database of unconnected factoids but a set of methods
designed to describe and interpret phenomena, past or present, aimed at
building a testable body of knowledge open to rejection or confirmation.
For those lacking a fundamental comprehension of how science works, the
siren song of pseudoscience becomes too alluring to resist, no matter how
smart you are.
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Michael Shermer is publisher of Skeptic magazine (www.skeptic.com) and
author of In Darwin's Shadow and Why People Believe Weird Things, just
reissued.
http://www.sciam.com/article.cfm?articleID=0002F4E6-8CF7-1D49-90FB809EC5880000&catID=2
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