Abstract
To paraphrase Batman: “[humans] are a superstitious and cowardly lot”. We cling to our preconceptions against all evidence, literally unable to see the unexpected forest when we find that our field of view is crowded with an unanticipated number of trees. Our preconceptions and other cognitive biases weaken our individual ability to perceive the world around us. Telling fact from fantasy requires cooperation and formal, unintuitive thought. Scientific thinking may be the single greatest intellectual tool ever developed. Contrary to popular belief, it is not a way of proving things true, but a way of proving them false. It is not the work of a singular intellect, but a social activity. It is a method of altering the inherent iterative cycles of bias reinforcement and leaps of faith that we consider intuitive thinking, so that we explicitly define the weaknesses in our own ideas and count on others to help us find the flaws we’ve missed. But how does one teach this unintuitive style of thinking? How do we keep our students from exchanging one set of preconceptions and cognitive shortcuts for another? Personally, I use mental models with which they are already familiar. Personally, I use Star Trek.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsNotes
- 1.
This observation stands for the entire corpus of Star Trek (television, films, animation, and novels, until the franchise was rebooted as a film series in 2009. Prior to that, each adventure would present a complex social issue through simplified allegorical scenarios, and resolution would be achieved through the emotional and intellectual struggles of a team of well-trained experts at the peak of their careers. The first two films of the reboot reversed this pattern, telling unnecessarily complex stories built around a series of simple problems, resolved through the physical actions of sophomoric individuals who succeed through a mixture of individual exceptionalism and luck.
Works Cited
Kozinets R (2001) Utopian Enterprise: articulating the meanings of Star Trek’s culture of consumption. J Consum Res 28(1):67–88
Feynman RP (1969) What is science. Phys Teach 7(6):313–320
Feynman RP (1955) The Value of Science. Eng Sci 19(3):13–15
Heinlein RA, Robinson S (2006) Variable star. Tom Doherty Associates, New York
Brown JNA (2015) Anthropology-based computing. Springer, Cham
Gladwell M (2005) Blink: the power of thinking without thinking. Little, Brown and Co., New York
Kahneman D, Tversky A (1984) Choices, values, and frames. Am Psychol 39(4):341
Aristotle (1902) Aristotle’s psychology (trans. of the De Anima and Parva Naturalia, w. Introd. and Notes). Swan Sonnenschien and Company, Ltd., London
Freud S (1961) The ego and the id. In: Strachey J (ed & trans). The standard edition of the complete psychological works of Sigmund Freud. Hogarth Press, London.
Jung CG (1969) The structure of the psyche. In: Read H, Fordham M, Adler G, McGuire W (eds) The collected works of C. G. Jung: Vol. 8. The structure and dynamics of the psyche, 2nd edn. Princeton University Press, Princeton
Broca P (1865) Sur le siège de la faculté du langage articulé. Bulletins de la Société d’Anthropologie de Paris 6(1):377–393
MacLean PD (1990) The triune brain in evolution: role in paleocerebral functions. Springer, Berlin/Heidelberg
Brown JNA (2016) Psychology and neurology: the surprisingly simple science of using your brain. In: Anthropology-based computing. Springer, Cham, pp 103–118
Sagan C (2012) Dragons of Eden: speculations on the evolution of human intelligence. Ballantine Books, New York
Einstein A (1950) Memorial to Mme Curie. In: Out of my later years: the scientist, philosopher, and man portrayed through his own words. Philosophical Library, New York
Brown JNA (2013) It’s as easy as ABC. In: International work-conference on artificial neural networks. Springer, Berlin/Heidelberg, pp 1–16
Jowett, B. (1871)..Plato: the republic. Retrieved from: http://www.gutenberg.org/ebooks/1497
Descartes R (1637) Discours de la méthode pour bien conduire sa raison, et chercher la vérité dans les sciences. Chez A.-A. Renouard, Paris
Gardner DS (1932) Perception and memory of witnesses. Cornell Law Q 18:391
Heider KG (1988) The Rashomon effect: when ethnographers disagree. Am Anthropol 90(1):73–81
Kendall J (2008) The man who made lists: love, death, madness, and the creation of Roget’s Thesaurus. Putnam, New York
Roget PM (1825) Explanation of an optical deception in the appearance of the spokes of a wheel seen through vertical apertures. Philos Trans R Soc Lond 115:131–140
Bendazzi G (1994) Cartoons: one hundred years of cinema animation. Indiana University Press, Bloomington
Henri Victor B, Erdmann RD (1898) Recherches psychologiques sur la lecture, fondées sur des expériences. L’année psychologique. 5:673–694. Retrieved from: http://www.persee.fr/doc/psy_0003-5033_1898_num_5_1_3097
Zuber BL, Stark L (1966) Saccadic suppression: elevation of visual threshold associated with saccadic eye movements. Exp Neurol 16(1):65–79.24
Bill Finger B, Kane B (1939) The Case of the Chemical Syndicate, DETECTIVE COMICS #27, at 2 (DC Comics, May 1939)
Descartes R (1644) Principia Philosophiae. Sumtibus Friderici Knochii & Filii
Augustine of Hippo (circa 400) The city of god against the pagans, Book XI, Chapter 26
Feynman RP, Robbins J (1999) The pleasure of finding things out: the best short works of Richard P. Feynman.Perseus Books, Cambridge, MA
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2018 Springer International Publishing AG, part of Springer Nature
About this chapter
Cite this chapter
Brown, J.N.A. (2018). “Logic is the beginning of wisdom … not the end”: Using Star Trek to Teach Scientific Thinking. In: Rabitsch, S., Gabriel, M., Elmenreich, W., Brown, J. (eds) Set Phasers to Teach!. Springer, Cham. https://doi.org/10.1007/978-3-319-73776-8_15
Download citation
DOI: https://doi.org/10.1007/978-3-319-73776-8_15
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-73775-1
Online ISBN: 978-3-319-73776-8
eBook Packages: Computer ScienceComputer Science (R0)