According to Thagard, the behavior of practitioners of a field may also be used for demarcation between science and pseudoscience due to its social dimension in addition to the epistemic one. I defended the tendency of pseudoscientists to commit fallacies, and the number of fallacies they commit can be a secondary tool for demarcation problem and this tool is consistent with Thagardian approach. In this paper, I selected the astrology as the case and I revealed nine types of logical fallacies (...) frequently committed by astrologers while introducing their field and/or defending their claims against the scientific inquiries and refutation efforts. I also argued that recognizing these fallacies may help the audience to demarcate between the scientific and the pseudoscientific arguments. (shrink)

Critical thinking skills are often assessed via student beliefs in non-scientific ways of thinking,. Courses aimed at reducing such beliefs have been studied in the STEM fields with the most successful focusing on skeptical thinking. However, critical thinking is not unique to the sciences; it is crucial in the humanities and to historical thinking and analysis. We investigated the effects of a history course on epistemically unwarranted beliefs in two class sections. Beliefs were measured pre- and post-semester. Beliefs declined for (...) history students compared to a control class and the effect was strongest for the honors section. This study provides evidence that a humanities education engenders critical thinking. Further, there may be individual differences in ability or preparedness in developing such skills, suggesting different foci for critical thinking coursework. (shrink)

These reflections range over some distinctive features of the journal Science & Education, they acknowledge in a limited way the many individuals who over the past 25 years have contributed to the success and reputation of the journal, they chart the beginnings of the journal, and they dwell on a few central concerns—clear writing and the contribution of HPS to teacher education. The reflections also revisit the much-debated and written-upon philosophical and pedagogical arguments occasioned by the rise and possible demise (...) of constructivism in science education. (shrink)

Astrology, a pseudoscience, is highly popular in Turkey. Astrologers, who are its practitioners, produce discourses in the scientific field at the media and at their own platforms. Furthermore, it is possible to find some instances of astrology related activities in Turkish universities. In this article, demarcation of science from pseudoscience and the pseudoscientific status of astrology were discussed in a first place. Next, threats of astrological discourse within economic, educational and medical fields and their threats to society were expressed with (...) some examples. Instances of the astrological activities within higher education institutions, such as an astrology-based master degree thesis, the astrology certificate programs, and an astrology column in an official medical school magazine were evaluated, and it was put forward that they contributed to increase the level of threat and it was also claimed that the existence of astrological activities in the universities contradicts the main purpose and principles of the higher education. In conclusion, some regulatory actions like the implementation of the scientific literacy and demarcation problem to each level of educational curriculum, a general policy for excluding the pseudoscience from higher education institutions and a recommended health warning at the top of the astrology were suggested. (shrink)