Awful Alternatives to the Scientific Approach

One way to establish the importance of science to psychology is to contrast psychology to its pseudoscientific rivals, such as: graphology, astrology, or phrenology. You could use an overhead of of table 1.1 to help focus the discussion.

In addition to giving examples of how these pseudoscientific approaches go wrong, you might have students write a paper about why phrenology is not a science (even though some still claim that it is) and why the lack of a scientific approach led to erroneous conclusions.

Alternatively, you might have them go to the library and learn about the horrors of medicine prior to the use of the scientific method.

The following references might be useful:

Burke, J. (1985). The day the universe changed. Little, Brown: Boston.

Stanovich, K.E. (1990) How to think straight about psychology. Glenview, Illinois: Scott, Foresman.

In addition, you or your students may enjoy the following links:

To emphasize the importance of using scientific reasoning to critically examine claims, you could:

  1. Show the PBS video "Secrets of the Psychics." The video (available from PBS) mesmerizes students and makes some good points about the need for experimental control. To follow up on the points made in the movie and to follow more recent developments, you could have students check out "The Amazing Randi's" web page.

    If you do not have the video, you can buy it for $19.95 from the PBS on line video store
    rent it from: Classroom Technology Services
    Franklin Hall 0009, 601 E. Kirkwood Ave. Bloomington, IN 47405
    Phone: (812) 855-8765
    Fax: (812) 855-8404

    http://media3.iss.indiana.edu/htbin/wwform/188/wwk770

  2. Demonstrate the Clever Hans phenomenon. Such a demonstration takes some time to set up, but works beautifully. The full description of the demonstration is described in
    Marshall, M. J., & Linden, D. R. (1994). Simulating Clever Hans in the Classroom. Teaching of Psychology, 21, 230-232.

  3. Show the early part of the video "Beautiful Dreamers."
    You can use the first few minutes of this video (available from video stores) to emphasize that

  4. Show the PBS video "Prisoners of silence." ( If you do not have the video, you can rent it for about $13.40 plus shipping and handling from Classroom Technology Services
    Franklin Hall 0009, 601 E. Kirkwood Ave. Bloomington, IN 47405
    Phone: (812) 855-8765
    Fax: (812) 855-8404

    http://media3.iss.indiana.edu/htbin/wwform/188/wwk770

    This "Frontline" documentary exposing facilitated communication dramatically makes the case for the need for research methods. Showing the video dramatically makes the case. However, Stephen L. Chew and Jacqueline L. Goldstein (Department of Psychology, #292308, Samford University, Birmingham, AL 35229) have prepared a set of discussion questions to go along with the film. In their demonstration, students watch a segment, respond to some discussion questions, watch another segment, etc. Ask for their 1996 paper: "An interactive, real world demonstration of the importance of understanding research methods." Click here to obtain the masters for the overheads we use for the video.

  5. Show the video "Beyond Science" (available from PBS video at 1-800-315-5010, ask for Scientific American Frontiers show number 802). This hour-long video clearly shows the logic and the value of the scientific method. We think it is a video everyone should see. For more information about how to use this video in your class, click here.

  6. Expose students to the Barnum effect

  7. Have students critique videos of commercials, editorials, or letters to the editor.

  8. Compare the scientific method to everyday reasoning. The following references may be helpful.

Back to Chapter 1 Main Menu