Concept groupings: Difference between revisions
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{{ContextLesson|1.1 Introduction and When Is Science Relevant}} | {{ContextLesson|1.1 Introduction and When Is Science Relevant}} | ||
{{ContextLesson|1.2 Shared Reality and Modeling}} | {{ContextLesson|1.2 Shared Reality and Modeling}} | ||
{{ContextLesson|2.1 Senses and Instrumentation}} | {{ContextLesson|2.1 Senses and Instrumentation}} | ||
{{ContextLesson|6.1 Correlation and Causation}} | {{ContextLesson|6.1 Correlation and Causation}} | ||
{{ContextLesson|6.2 Hill's Criteria}} | {{ContextLesson|6.2 Hill's Criteria}} | ||
{{ContextLesson|7.1 Causation, Blame, and Policy}} | {{ContextLesson|7.1 Causation, Blame, and Policy}} | ||
{{ContextLesson|7.2 Emergent Phenomena}} | {{ContextLesson|7.2 Emergent Phenomena}} | ||
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{{ContextLesson|2.2 Systematic and Statistical Uncertainty}} | {{ContextLesson|2.2 Systematic and Statistical Uncertainty}} | ||
{{ContextLesson|3.1 Probabilistic Reasoning}} | {{ContextLesson|3.1 Probabilistic Reasoning}} | ||
{{ContextLesson|3.2 Calibration of Credence Levels}} | {{ContextLesson|3.2 Calibration of Credence Levels}} | ||
{{ContextLesson|4.1 Signal and Noise}} | {{ContextLesson|4.1 Signal and Noise}} | ||
{{ContextLesson|4.2 Finding Patterns in Random Noise}} | {{ContextLesson|4.2 Finding Patterns in Random Noise}} | ||
{{ContextLesson|5.1 False Positives and Negatives}} | {{ContextLesson|5.1 False Positives and Negatives}} | ||
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{{ContextLesson|5.2 Scientific Optimism}} | {{ContextLesson|5.2 Scientific Optimism}} | ||
{{ContextLesson|8.1 Orders of Understanding}} | {{ContextLesson|8.1 Orders of Understanding}} | ||
{{ContextLesson|8.2 Fermi Problems}} | {{ContextLesson|8.2 Fermi Problems}} | ||
{{ContextLesson|12.2 Grill the Guest}} | {{ContextLesson|12.2 Grill the Guest}} | ||
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{{ContextLesson|7.1 Causation, Blame, and Policy}} | {{ContextLesson|7.1 Causation, Blame, and Policy}} | ||
{{ContextLesson|9.1 Heuristics}} | {{ContextLesson|9.1 Heuristics}} | ||
{{ContextLesson|9.2 Biases}} | {{ContextLesson|9.2 Biases}} | ||
{{ContextLesson|10.1 Confirmation Bias}} | {{ContextLesson|10.1 Confirmation Bias}} | ||
{{ContextLesson|10.2 Blinding}} | {{ContextLesson|10.2 Blinding}} | ||
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{{ContextLesson|1.1 Introduction and When Is Science Relevant}} | {{ContextLesson|1.1 Introduction and When Is Science Relevant}} | ||
{{ContextLesson|12.1 Wisdom of Crowds and Herd Thinking}} | {{ContextLesson|12.1 Wisdom of Crowds and Herd Thinking}} | ||
{{ContextLesson|13.1 Denver Bullet Study}} | {{ContextLesson|13.1 Denver Bullet Study}} | ||
{{ContextLesson|13.2 Deliberative Polling}} | {{ContextLesson|13.2 Deliberative Polling}} | ||
{{ContextLesson|14.1 Scenario Planning}} | {{ContextLesson|14.1 Scenario Planning}} | ||
{{ContextLesson|14.2 Wrap Up}} | {{ContextLesson|14.2 Wrap Up}} | ||
Revision as of 17:10, 21 February 2024
The concepts of the SSS curriculum can be broadly grouped into six main categories.
Philosophical Underpinnings
What makes science an effective way of learning about the world?
- We begin the course by exploring how the ideals and practices of science allow us to approach increasingly accurate and complete representations of our shared material reality. The scientific community does this through empirical investigation of the world, sharing observations and ideas with each other, and continued openness to revision as new evidence emerges. Science offers particularly powerful tools for investigating causal relationships, helping us decide on courses of action that accomplish our goals.
Relevant Lessons
Probabilistic Thinking
How can we make informed decisions using noisy and uncertain data?
- There are many sources of uncertainty, both in the accuracy and precision of data and in the inferences drawn from data. Scientists have developed strategies for tracking, reducing, and coping with this uncertainty, enabling us to make clearer judgments and more effective decisions even when we cannot know for sure what the outcomes will be.
Relevant Lessons
Science's Can-do Aspect
How can we gain insights despite immense unknowns and conceptual and practical obstacles?
- Science is balanced by, on the one hand, awareness that we might at any point be mistaken, and on the other hand, optimism that if we continue iteratively investigating, we will eventually gain understanding. This can-do spirit is bolstered by strategies that help us use what we know to handle what we don't know.
Relevant Lessons
Human Cognition
What are cognitive traps that cause people to fool themselves?
- Humans are prone to errors that arise from overapplied heuristics, cognitive biases, and limited processing power. Being mindful of these vulnerabilities can help us to moderate our own judgments, using cognitive and social strategies to reduce mistakes and biases.
Relevant Lessons
Group Decision Making
How can groups make better decisions together?
- Group decision-making can be challenging when people disagree. However, distinguishing between facts and values, accounting for values from a variety of stakeholders, and incorporating expert judgments of fact can produce decisions based on more accurate and complete information, greater community buy-in, and more widely desirable outcomes.
Relevant Lessons
When Science is Suspect
How can science be misused and what do we do about it?
- People sometimes misuse or misapply science, cherry-picking or misinterpreting evidence to support pet theories or justify inequities. The trappings of scientific language can be used to make evidence appear stronger than it is. Knowing the most common ways in which scientific approaches can be misused, intentionally or unintentionally, helps us avoid these traps.
Relevant Lessons
