Your Scientific Reasoning Is More Flawed Than You Think
In one sense, science educators have it easy. The things they describe are so intrinsically odd and interesting — invisible fields, molecular machines, principles explaining the unity of life and origins of the cosmos — that much of the pedagogical attention-getting is built right in. Where they have it tough, though, is in having to combat an especially resilient form of higher ed’s nemesis: the aptly named (if irredeemably clichéd) ‘preconceived idea.’ Worse than simple ignorance, naïve ideas about science lead people to make bad decisions with confidence. And in a world where many high-stakes issues fundamentally boil down to science, this is clearly a problem.
Naturally, the solution to the problem lies in good schooling — emptying minds of their youthful hunches and intuitions about how the world works, and repopulating them with sound scientific principles that have been repeatedly tested and verified. Wipe out the old operating system, and install the new. According to a recent paper by Andrew Shtulman and Joshua Valcarcel, however, we may not be able to replace old ideas with new ones so cleanly. Although science as a field discards theories that are wrong or lacking, Shtulman and Valcarcel’s work suggests that individuals —even scientifically literate ones — tend to hang on to their early, unschooled, and often wrong theories about the natural world. Even long after we learn that these intuitions have no scientific support, they can still subtly persist and influence our thought process. Like old habits, old concepts seem to die hard.