David W. Carroll et al.
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may learn that Freudian psychology is not as irrational or ill-conceived as some claim.
In a different vein, analyzing systems of ideas leads students to see patterns in the
values, theoretical orientations, and preferred methodologies characteristic of types of
systems, as well as attuning them to variations within broad categories of systems. For
example, the exercise makes students aware of the basics of and variations among
behaviorist systems.
As students repeatedly use the prescriptions to understand course content and answer
questions on tests and assignments, they acquire a critical sense of psychology as a discipline
grappling with a diverse but finite set of issues. They consider how capable men and
women could take diametrically opposed positions on central issues like the value of
consciousness to understanding human behavior. The effort can stimulate the gamut
of critical thinking skills and dispositions (Wade & Tavris, 1987).
The result of working repeatedly and systematically with the prescriptions is, we
hope, a cherished goal for anyone teaching critical thinking: Students begin to define
their beliefs concerning psychology. The prescriptions become a practiced vocabulary
for naming and integrating the important dimensions of students’ convictions about
how to study, test, and apply what they have learned about the history and systems of
psychology.
Evidence that the Prescriptions Enhance Student Learning
We have not formally evaluated whether use of Watson’s prescriptions promotes critical
and reflective thinking by students. But we do have a surprising affirmation of their value
in the history and systems course from spontaneous student endorsements.
At the end of the course, students write two short essays they choose from a menu. One
question asks them to identify “the five most important ‘things’ [they] learned from
studying the history of psychology.” Perhaps because the question seems easy, many
students choose it. At the end of the spring 2005 semester, 47 of 75 (63%) answered this
question by listing 67 different topics. Although most topics were unique, the most
common answers included (a) the concept of Zeitgeist (49%), (b) understanding the
problems of history (43%), and (c) Watson’s prescriptions (32%). All three choices endorse
critical thinking. The critical thinking dimension of the course was salient to and valued
by many students.
General Conclusion
We have described critical thinking activities appropriate for many psychology courses.
We also have described two course case studies that illustrate how to weave critical thinking
into the fabric of the course. In this last section we present conclusions, discuss principles
for constructing or selecting critical thinking activities, and identify some remaining
issues.