Critical Thinking and Philosophy of Science in Psychology

The lecture will outline the path from the emergence of philosophy to the philosophy of modern science, looking at key functions of thinking and analysing how philosophy gradually turned to systematic exploration of nature and knowledge. The nature of science and differences in scientific statements from other forms of statement will be addressed, as will the tasks of scientific philosophy and their role in modern scientific practice, including the criteria for scientific statement and the principle of Carl Poper’s demarcation for the separation of science and pseudoscience.

Based on the scientific statement criteria discussed in the previous lecture, this lecture will focus on their application in psychology science. The path of creating psychology about independent science and the prerequisites for separating it from philosophy will be outlined. The lecture will provide a definition of critical thinking and analyse its role in the professional activities and research of a psychologist. The lecture will analyse critical and intuitive differences in thinking and their application, as well as look at separating psychology as science from self-help practices. Particular attention will be paid to the risks of a lack of critical thinking, including the spread of disinformation and pseudoscience.

The lecture will look at epistemology as a branch of philosophy exploring the nature, opportunities and boundaries of knowledge. It will be analysed what can be scientifically known and under what circumstances, as well as the different ways of acquiring knowledge and their rationale. Particular attention will be paid to the criteria to be met in order for knowledge to be considered reasonable. The lecture will look at empiricism and rationalism as classic epistemological positions in modern scientific thinking, as well as induction, deduction and abduction as key forms of scientific judgment.

The lecture will address the concept of logic and the role of logic in the scientific statement, paying particular attention to the basic structures of thinking – concept, judgment and conclusion as core elements of scientific reasoning. The logic of reasoning in psychology will be analysed, highlighting the validity of scientific conclusions, the assessment of causal links and the importance of alternative explanations. The lecture will look at the hierarchy of evidence and its importance in scientific practice, as well as analyzing the more common logical errors, including mixing correlation and causality, the authority argument, confirmation error and overgeneralization.

The lecture will look at psychology as epistemologically plural science, analysing different epistemological positions and related methodological approaches to psychology research. Different criteria of truth and validity of knowledge in psychology will be considered, while highlighting the complexity, multidimensional nature of modern scientific statements and the challenges involved in acquiring and interpreting knowledge. Similarly, the lecture will analyse the more frequent criticisms of psychology as science, critically assessing their validity and looking at arguments to counter those objections.

The lecture will address the question of exactly what is measured in psychological studies and under what circumstances the measurement may be considered a reasonable reflection of the intended psychological Construction. The operational rationalisation of the structures, the different aspects of the measurement validity and the limitations related to interpretation will be analysed. Particular attention will be paid to the role of statistical analysis in psychological research, highlighting the difference between statistical significance and practical significance. The lecture will also look at the impact of different theoretical models, sample characteristics and cultural environment on the definition, measurement of structures and generalizability of research results, highlighting the methodological complexity of modern psychological research.

The lecture will look at the concept of the world scene as a comprehensive framework for the interpretation of reality that defines preconceptions about the world, knowledge and criteria for truth. It will be explained why only part of the world’s scenes are integrated into science, creating scientific paradigms, as well as analysing the role of paradigm in structuring scientific statement, addressing their ontological, epistemological, axiological and methodological foundations. Thomas Coon’s perspective on the evolution of science, normal science and paradigm-shifting processes will be looked at, and examples of paradigm shifts in psychology will be analysed, illuminating their impact on the formulation of research questions, methodological choices and interpretation of scientific outcomes.

The lecture will look at ethical foundations in scientific activity and the principles of open science. Academic integrity in scientific research will be analysed, focusing on issues of authority, prevention of plagiarism, transparency of data interpretation and responsible research practice. The lecture will look at ethics as a professional mindset attitude that determines a researcher’s actions throughout a psychologist’s professional activity and career. The principles of open science and their role in strengthening the reliability, reproducibility and transparency of research, as well as reducing risks associated with selective interpretation of data and replication problems in psychology, will also be analysed.

In the lesson, students will learn the skills to critically read scientific papers, including distinguishing arguments from opinions, identifying underlying assumptions and assessing the quality of evidence. The ability to recognise conclusions that are not sufficiently supported by empirical data will be developed. During the class, students will individually perform independent work in the lecture theatre, analysing several study summaries with identical data but differently worded conclusions. As part of the task, students will identify cases where conclusions exceed data, are unfounded or erroneous, and base their assessments on arguments.

Students learn how to identify selective data use and trenchant interpretation of research in science communication and media space. The skills to distinguish empirical data from their interpretation are being developed, as well as to critically assess which outcomes are overly highlighted, ignored or suppressed. Working in groups, students analyze the results of various studies and their media coverage, identify examples of “Cherry picking” and reflect on the role of researchers’ assumptions and prejudices in interpreting and presenting data.

In the lesson, students will learn the skills to identify pseudoscientific theories in psychology and critically evaluate their attractiveness mechanisms, epistemological unreasonableness and potential risks. When working in groups, students will analyse specific examples of pseudo-scientific theories, assess the reasons for their easy perception and widespread spread, and analyse the lack of scientific justification for these theories and the possible consequences of their adoption at the individual, society and scientific level.

In the lesson, students will learn the basic principles of practical logic in the creation and analysis of academic texts, including the separation of preferences and conclusions, the structuring of arguments and the evaluation of the quality of definitions. The ability to recognise logical errors, such as circular definitions, overly broad or narrow definitions, and category errors associated with mixing analytical levels, will be developed. During the course of the lesson, logical reasoning skills will be systematically developed and at the end of the lesson, students on the spot in the lecture theatre will perform the test with logic tasks.

In the lesson, students will learn an understanding that the same psychological construct can be conceptualized, studied and described in fundamentally different ways depending on the scientific approach used. When working in groups, students will analyse one particular psychological construct and assess how it can be studied, measured and theoretically interpreted in the context of different epistemological and methodological frameworks, identifying the strengths and limitations of each approach.

In the lesson, students will learn the ability to interpret conflicting empirical outcomes and reflect on their role in scientific progress, as well as be aware of the risks associated with selective data selection and not reflecting them. When working in groups, students will discuss possible causes of conflicting outcomes and assess the consequences of incomplete or trenchant presentation of empirical data in scientific practice.

In the lesson, students will learn the ability to identify ethical challenges in psychological research and practice, as well as understand the professional responsibility of a psychologist in various problematic situations. When working in groups, students will analyse specific cases (research ideas), identify potential ethical risks, evaluate the professional responsibility of a psychologist and formulate the principles of action necessary to reduce risks and ensure professionally responsible practice.

Written exam with assignments on topics learned in the course

The lecture will outline the path from the emergence of philosophy to the philosophy of modern science, looking at key functions of thinking and analysing how philosophy gradually turned to systematic exploration of nature and knowledge. The nature of science and differences in scientific statements from other forms of statement will be addressed, as will the tasks of scientific philosophy and their role in modern scientific practice, including the criteria for scientific statement and the principle of Carl Poper’s demarcation for the separation of science and pseudoscience.

Based on the scientific statement criteria discussed in the previous lecture, this lecture will focus on their application in psychology science. The path of creating psychology about independent science and the prerequisites for separating it from philosophy will be outlined. The lecture will provide a definition of critical thinking and analyse its role in the professional activities and research of a psychologist. The lecture will analyse critical and intuitive differences in thinking and their application, as well as look at separating psychology as science from self-help practices. Particular attention will be paid to the risks of a lack of critical thinking, including the spread of disinformation and pseudoscience.

The lecture will look at epistemology as a branch of philosophy exploring the nature, opportunities and boundaries of knowledge. It will be analysed what can be scientifically known and under what circumstances, as well as the different ways of acquiring knowledge and their rationale. Particular attention will be paid to the criteria to be met in order for knowledge to be considered reasonable. The lecture will look at empiricism and rationalism as classic epistemological positions in modern scientific thinking, as well as induction, deduction and abduction as key forms of scientific judgment.

The lecture will address the concept of logic and the role of logic in the scientific statement, paying particular attention to the basic structures of thinking – concept, judgment and conclusion as core elements of scientific reasoning. The logic of reasoning in psychology will be analysed, highlighting the validity of scientific conclusions, the assessment of causal links and the importance of alternative explanations. The lecture will look at the hierarchy of evidence and its importance in scientific practice, as well as analyzing the more common logical errors, including mixing correlation and causality, the authority argument, confirmation error and overgeneralization.

The lecture will look at psychology as epistemologically plural science, analysing different epistemological positions and related methodological approaches to psychology research. Different criteria of truth and validity of knowledge in psychology will be considered, while highlighting the complexity, multidimensional nature of modern scientific statements and the challenges involved in acquiring and interpreting knowledge. Similarly, the lecture will analyse the more frequent criticisms of psychology as science, critically assessing their validity and looking at arguments to counter those objections.

The lecture will address the question of exactly what is measured in psychological studies and under what circumstances the measurement may be considered a reasonable reflection of the intended psychological Construction. The operational rationalisation of the structures, the different aspects of the measurement validity and the limitations related to interpretation will be analysed. Particular attention will be paid to the role of statistical analysis in psychological research, highlighting the difference between statistical significance and practical significance. The lecture will also look at the impact of different theoretical models, sample characteristics and cultural environment on the definition, measurement of structures and generalizability of research results, highlighting the methodological complexity of modern psychological research.

The lecture will look at the concept of the world scene as a comprehensive framework for the interpretation of reality that defines preconceptions about the world, knowledge and criteria for truth. It will be explained why only part of the world’s scenes are integrated into science, creating scientific paradigms, as well as analysing the role of paradigm in structuring scientific statement, addressing their ontological, epistemological, axiological and methodological foundations. Thomas Coon’s perspective on the evolution of science, normal science and paradigm-shifting processes will be looked at, and examples of paradigm shifts in psychology will be analysed, illuminating their impact on the formulation of research questions, methodological choices and interpretation of scientific outcomes.

The lecture will look at ethical foundations in scientific activity and the principles of open science. Academic integrity in scientific research will be analysed, focusing on issues of authority, prevention of plagiarism, transparency of data interpretation and responsible research practice. The lecture will look at ethics as a professional mindset attitude that determines a researcher’s actions throughout a psychologist’s professional activity and career. The principles of open science and their role in strengthening the reliability, reproducibility and transparency of research, as well as reducing risks associated with selective interpretation of data and replication problems in psychology, will also be analysed.

In the lesson, students will learn the skills to critically read scientific papers, including distinguishing arguments from opinions, identifying underlying assumptions and assessing the quality of evidence. The ability to recognise conclusions that are not sufficiently supported by empirical data will be developed. During the class, students will individually perform independent work in the lecture theatre, analysing several study summaries with identical data but differently worded conclusions. As part of the task, students will identify cases where conclusions exceed data, are unfounded or erroneous, and base their assessments on arguments.

Students learn how to identify selective data use and trenchant interpretation of research in science communication and media space. The skills to distinguish empirical data from their interpretation are being developed, as well as to critically assess which outcomes are overly highlighted, ignored or suppressed. Working in groups, students analyze the results of various studies and their media coverage, identify examples of “Cherry picking” and reflect on the role of researchers’ assumptions and prejudices in interpreting and presenting data.

In the lesson, students will learn the skills to identify pseudoscientific theories in psychology and critically evaluate their attractiveness mechanisms, epistemological unreasonableness and potential risks. When working in groups, students will analyse specific examples of pseudo-scientific theories, assess the reasons for their easy perception and widespread spread, and analyse the lack of scientific justification for these theories and the possible consequences of their adoption at the individual, society and scientific level.

In the lesson, students will learn the basic principles of practical logic in the creation and analysis of academic texts, including the separation of preferences and conclusions, the structuring of arguments and the evaluation of the quality of definitions. The ability to recognise logical errors, such as circular definitions, overly broad or narrow definitions, and category errors associated with mixing analytical levels, will be developed. During the course of the lesson, logical reasoning skills will be systematically developed and at the end of the lesson, students on the spot in the lecture theatre will perform the test with logic tasks.

In the lesson, students will learn an understanding that the same psychological construct can be conceptualized, studied and described in fundamentally different ways depending on the scientific approach used. When working in groups, students will analyse one particular psychological construct and assess how it can be studied, measured and theoretically interpreted in the context of different epistemological and methodological frameworks, identifying the strengths and limitations of each approach.

In the lesson, students will learn the ability to interpret conflicting empirical outcomes and reflect on their role in scientific progress, as well as be aware of the risks associated with selective data selection and not reflecting them. When working in groups, students will discuss possible causes of conflicting outcomes and assess the consequences of incomplete or trenchant presentation of empirical data in scientific practice.

In the lesson, students will learn the ability to identify ethical challenges in psychological research and practice, as well as understand the professional responsibility of a psychologist in various problematic situations. When working in groups, students will analyse specific cases (research ideas), identify potential ethical risks, evaluate the professional responsibility of a psychologist and formulate the principles of action necessary to reduce risks and ensure professionally responsible practice.

Written exam with assignments on topics learned in the course