Issues such as climate change illustrate that scientists, even if armed with overwhelming evidence, are at times powerless to change minds or motivate action. According to a 2015 Pew Research Center survey, people in the U.S., one of the countries that emits the most carbon, were among the least concerned about the potential impact of climate change. (…) For many, knowledge about the natural world is superseded by personal beliefs. (…) It is imperative for the next generation of leaders in science to be aware of the psychological, social and cultural factors that affect how people understand and use information. (…)
Scientists cannot work in silos and expect to improve the world, particularly when false narratives have become entrenched in communities. This is especially true in tackling issues such as public trust in vaccines, a topic that is flooded with misleading information, despite a lack of legitimate scientific evidence supporting the view that they are unsafe.
It is very easy to agree with these observations by social psychologist Peter Salovey, current President of Yale University – and, in general, I do agree with him. Referring to climate change, Salovey properly points out that, at least in the US, the public do not seem to be very concerned about it. The reasons of such attitude, instead of being sought (only) in the lack of science literacy and technical reasoning ability, should be also identified in the power of personal beliefs, that can lead people to frame issues in ways which conflict with scientific evidence. Continue reading “Should We Teach All Students to Think like Scientists?”