Re-thinking the way colleges teach critical thinking

By Laura Devaney
December 17th, 2012

For the past couple years, I’ve been working as a science communicator on two fronts, as a freelance science writer and a community college Earth science instructor, reports Scott Johnson for Scientific American. I’ve seen, from many angles, the difficulty people have understanding and assessing scientific issues. With topics that are publicly contentious, those difficulties rarely arise from a simple lack of understanding. Other things get in the way. A student once said to me, “Well, I’m a conservative, so I don’t believe in climate change.” The frankness of that statement opens up a window into the obstacles science faces in the public sphere…

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About the Author:

Laura Devaney

Laura Devaney is the Director of News for eSchool Media. She is a graduate of the University of Maryland's Philip Merrill College of Journalism. When she isn't wrangling her two children, Laura enjoys running, photography, home improvement, and rooting for the Terps. Find Laura on Twitter: @eSN_Laura