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