| Preface |
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xi | |
| About the author |
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xv | |
| Chapter 1 Introduction |
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1 | (12) |
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Part 1 Common misunderstandings of the scientific method |
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1 | (3) |
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The topic of debate must be defined unambiguously |
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1 | (1) |
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A true scientist must be detached |
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2 | (1) |
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A scientific theory can never be proven beyond doubt |
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2 | (1) |
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Separate observations that are consistent with a theory do not correspond to additional confirmation |
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3 | (1) |
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Refutability as a criterion for evaluating a scientific theory |
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3 | (1) |
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Consensus is not a criterion for the validity of a theory |
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4 | (1) |
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4 | (1) |
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Part 2 General introduction |
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4 | (9) |
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The range of capacity for critical thinking |
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5 | (1) |
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Distinction between science and pseudoscience |
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6 | (1) |
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Transition from dogmatic to critical thinking |
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7 | (1) |
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How this relates to anthropogenic global warming |
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8 | (1) |
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Faults in application of the scientific method |
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8 | (1) |
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Absence of scientific thinking in political debate |
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9 | (1) |
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10 | (3) |
| Chapter 2 The scientific method |
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13 | (8) |
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The problem of demarcation |
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14 | (1) |
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Notable theories of the early twentieth century |
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14 | (1) |
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Comparisons of the different theories |
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15 | (1) |
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Guidelines for evaluating theories |
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16 | (1) |
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Refutability as the criterion for demarcation |
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16 | (1) |
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Probability and informative content |
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17 | (1) |
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Conjectures and refutations |
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18 | (1) |
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Criteria for evaluating a theory |
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18 | (1) |
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The need for science to grow (or to progress) |
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18 | (1) |
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Requirements for progress of science |
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19 | (1) |
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19 | (1) |
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20 | (1) |
| Chapter 3 How the lack of scientific input impacts research organizations |
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21 | (12) |
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Australian ministers in charge of science portfolio |
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21 | (1) |
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The contribution of the Honorable R.G. Casey |
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22 | (1) |
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A short history of CSIRO after its formation |
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23 | (1) |
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Changes resulting from reviews of CSIRO |
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23 | (1) |
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How scientific knowledge is acquired |
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24 | (1) |
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How managerial control purports to drive science |
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25 | (1) |
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Comparison of the two approaches |
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26 | (1) |
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27 | (1) |
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The requirement to obtain a proportion of the research funding |
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27 | (1) |
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Effect of these changes on the workplace environment |
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28 | (1) |
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The climate change controversy |
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29 | (1) |
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The lack of scientific thinking in the debate |
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29 | (1) |
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Errors in application of science |
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29 | (1) |
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Balanced debate can still occur |
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30 | (1) |
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Expansion of the managerial approach |
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30 | (1) |
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The present working environment |
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31 | (1) |
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The Victims of CSIRO blog site |
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31 | (1) |
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32 | (1) |
| Chapter 4 How could this have happened? |
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33 | (20) |
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33 | (1) |
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Effect of the requirement to procure funding |
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34 | (1) |
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Why do not more scientists enter politics? |
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34 | (1) |
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Are scientists different? |
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35 | (1) |
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How science of excellence can still be achieved |
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36 | (1) |
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How could it have happened? |
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37 | (1) |
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Making decisions without the basic knowledge |
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37 | (1) |
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How important scientific discoveries are made |
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38 | (1) |
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Effect of organizational changes on research |
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38 | (1) |
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Where angels fear to tread |
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39 | (1) |
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Where was the scientific leadership? |
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39 | (1) |
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Why do toxic work environments form in science organizations? |
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40 | (1) |
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How do toxic workplace environments arise? |
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40 | (1) |
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41 | (1) |
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41 | (1) |
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42 | (1) |
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42 | (1) |
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43 | (1) |
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Characteristics of psychopaths |
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43 | (1) |
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How are psychopaths identified? |
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44 | (1) |
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44 | (1) |
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An example of psychopathic behavior |
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45 | (1) |
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46 | (1) |
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46 | (1) |
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What is the origin of psychopathic behavior? |
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47 | (1) |
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47 | (1) |
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How do psychopaths attain high positions in corporations? |
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48 | (1) |
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Coping with psychopathic behavior |
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48 | (1) |
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49 | (1) |
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50 | (1) |
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50 | (3) |
| Chapter 5 How the media influences public thinking |
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53 | (12) |
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53 | (1) |
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The invasion of Iraq in 2003 |
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54 | (1) |
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The Chilean military coup of 1973 |
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55 | (1) |
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How can we decide what is the truth? |
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56 | (1) |
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Contrast between submissions to scientific journals and to the mainstream press |
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57 | (1) |
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Issues that seem to be ignored by the mainstream media |
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58 | (1) |
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Agenda 21 or sustainable development |
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58 | (1) |
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British immigration since early 1980s |
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59 | (1) |
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60 | (2) |
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How a democratic system can break down |
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62 | (1) |
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63 | (1) |
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How to think for yourself |
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63 | (1) |
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64 | (1) |
| Chapter 6 Dangers to progress in science |
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65 | (14) |
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Dangers to progress of science suggested by Popper |
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65 | (1) |
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Obsession with number of publications |
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66 | (1) |
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Quantity and quality in scientific publications |
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67 | (1) |
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Citations and impact factors for measuring merit |
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68 | (1) |
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Lack of citations to publications |
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69 | (1) |
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An excess of poor-quality research |
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69 | (1) |
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Negative flow-on effects from mediocre research |
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70 | (1) |
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Not more scientists but more good scientists |
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71 | (1) |
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Effects of external and internal forces |
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72 | (1) |
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72 | (1) |
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More subtle forms of unethical behavior |
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73 | (1) |
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73 | (1) |
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Conclusions from these cases |
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74 | (1) |
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Fraud in science may be more prevalent than thought |
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74 | (1) |
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75 | (1) |
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Maintaining the integrity of science |
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75 | (1) |
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75 | (1) |
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The earth as the center of the universe |
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76 | (1) |
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76 | (1) |
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77 | (1) |
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78 | (1) |
| Chapter 7 Applying scientific thinking to some current controversies |
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79 | (18) |
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79 | (1) |
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Observations consistent with previous ones cannot be claimed as confirmations |
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80 | (1) |
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80 | (1) |
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81 | (1) |
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82 | (1) |
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Effects of acidification of the ocean |
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83 | (1) |
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The chemistry of carbon dioxide dissolution |
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84 | (1) |
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A critical examination is needed of the arguments for and against |
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84 | (1) |
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The saturated fat controversy |
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85 | (1) |
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Brief summary of the research on the effects of saturated fats |
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85 | (1) |
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Problems for food processors |
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86 | (1) |
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The problem of trans fats |
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86 | (1) |
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Replacement of trans fats |
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87 | (1) |
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87 | (1) |
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87 | (1) |
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A critical examination of the saturated fat-heart disease hypothesis |
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88 | (1) |
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Epidemiological research versus clinical studies |
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88 | (1) |
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88 | (1) |
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Encroachment of bureaucracy |
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89 | (1) |
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89 | (1) |
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The advent of gluten-free foods |
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90 | (1) |
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Celiac disease and gluten intolerance |
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90 | (1) |
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The need for gluten-free foods |
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90 | (1) |
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Explosion of gluten-free foods |
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91 | (1) |
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The downside of gluten-free diets |
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91 | (1) |
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92 | (1) |
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The possibilities for genetic manipulation |
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92 | (1) |
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93 | (1) |
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93 | (1) |
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93 | (1) |
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94 | (1) |
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A critical examination of the controversy |
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95 | (1) |
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95 | (2) |
| Chapter 8 Implementing scientific thinking and critical analysis |
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97 | (12) |
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Research scientists in federal parliament |
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98 | (2) |
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How to introduce more scientific thinking |
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100 | (1) |
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Changes needed in the education system |
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100 | (1) |
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The role of wonder in childhood education |
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101 | (1) |
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102 | (1) |
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103 | (1) |
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Introducing critical analysis |
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103 | (1) |
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104 | (1) |
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105 | (1) |
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Putting labels on opponents |
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106 | (1) |
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106 | (1) |
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106 | (1) |
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107 | (1) |
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The influence of cultural background on the capacity for scientific thinking |
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107 | (1) |
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107 | (2) |
| Chapter 9 Bringing it together |
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109 | (18) |
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Scientific/critical thinking |
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109 | (1) |
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The scientific/critical versus the dogmatic approach |
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110 | (1) |
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The diminished role of scientists |
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111 | (1) |
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The effects on scientific excellence |
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112 | (1) |
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How scientific organizations can be infiltrated by destroyers |
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113 | (1) |
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The pros and cons of democracies |
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113 | (1) |
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How can we determine if a proposed new law is better than the law it replaces? |
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114 | (1) |
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It's the electorate, stupid! |
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114 | (2) |
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116 | (1) |
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How public opinion can be influenced by the media |
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116 | (1) |
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117 | (1) |
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Dangers to the progress of science |
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117 | (1) |
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The lack of imagination or real interest |
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118 | (1) |
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How managerialism erodes the standard of scientific research |
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118 | (1) |
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118 | (1) |
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If science is not advancing as it should, what is the cause? |
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119 | (1) |
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How scientific progress can be eroded by authoritarianism |
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120 | (1) |
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Flaws in the application of thinking to some current issues |
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120 | (3) |
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Education as the means to raise the standard of thinking |
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123 | (1) |
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Dangers posed by psychopaths |
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124 | (1) |
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125 | (2) |
| Chapter 10 Where will the future take us? |
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127 | (4) |
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What do we learn from history? |
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127 | (1) |
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128 | (1) |
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How can these trends be reversed? |
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129 | (1) |
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How can the standard of debate be improved? |
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129 | (1) |
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130 | (1) |
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130 | (1) |
| Index |
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131 | |
