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indications of deception in the presentation of information. The objective at this stage is
to encourage skeptical evaluation of material, using critical thinking skills related to faulty
generalization, oversimplification, and propaganda to identify potentially fraudulent uses
of information. This objective dovetails with students’ continued tendency to apply their
knowledge of psychology to analyze the world around them. Given that one aspect of the
debate in Issue #5, genetic explanations of ADHD, revolves around Faraone and
Biederman’s (2006) claim that Joseph (2006) neglected to cite relevant research, we show
students how to use PsycINFO to investigate this assertion. Conclusions from this activity,
as well as those accompanying previous critical thinking questions, can provide a spring-
board for discussion of deception. This discussion is particularly relevant to Halonen
et al.’s (2003) ethics domain where, before training, students tend to believe that most
researchers are unethical: willing to falsify or twist their research in order to “prove” their
theories. We also take this opportunity to talk about the many ways researchers attempt to
maintain objectivity.
Question #9: Is Stereotyping or Ethnocentric Thinking Being Employed?
In considering stereotyping and ethnocentric thinking, the critical thinking guidelines
transition again to question potential influences on the ways in which information is
presented. This phase generates two interrelated objectives. One objective is to improve
students’ ability to identify assumptions about particular groups or stereotypes that
individuals use in making assertions about behavior. A second, somewhat more person-
ally threatening, objective is to encourage students to question the degree to which they
use the standards of their nationality, religions, and cultural traditions to judge others.
One approach to addressing these objectives is to present students with systematic,
empirical information related to topics that represent alternatives to their reality. For
example, one author (SO’D) works with a student population that is overwhelmingly
homogenous: White, middle-class, and evangelical Christian. Although the University
encourages critical thinking and acceptance, students’ relative lack of experience with
individuals from different cultures leads to high levels of ethnocentric thinking. Issues
such as “Is drug addiction a choice?” (Issue #13), “Is treating homosexuality ethical?”
(Issue #15), and “Is pornography harmful?” (Issue #18) typically require them to think
about things outside their normal daily lives. Researching supporting and contradictory
information in PsycINFO assures students that the articles were not cherry-picked for
their sensationalism, exposing students to sources and topics with which they might not
otherwise be engaging.
Assessment
Given the investment of time and energy required by this approach, the importance of
assessment of learning outcomes is magnified. One assessment strategy is to require a
written response related to each activity from the Taking Sides book. Because each student