Abstract:

Research suggests that critical thinking (the ability to come to conclusions, recognise assumptions, make deductions, interpret and evaluate arguments), numeracy and literacy could predict the level of epistemically suspected beliefs (conspiratorial, pseudo-scientific, and paranormal). The main aims of the study were to examine (1) the level of critical thinking, numeracy and literacy, and the epistemically suspected beliefs in the general population and pre-service teachers, (2a) mutual relations among critical thinking, numeracy and literacy, and the epistemically suspected beliefs, and (2b) whether student status plays a role in these relationships. A total of 248 adults (114 undergraduates; 50 men, 128 women, 70 did not indicate) aged 18 – 77 years (M = 29.93; SD = 13.98) participated in the study. Participants completed Watson – Glaser Critical Thinking Appraisal (n = 102), 5 numerical tasks (numeracy; n = 70), 5 tasks on reading and understanding written text (literacy; n = 70), and Scale of Epistemically Unwarranted Beliefs (n = 248). Results showed that the level of analytic skills was low: 32% - 59% success rate for critical thinking tasks, 71% for numeracy and 69% for literacy. Participants had an average or lower level of epistemically suspected beliefs (2.27 – 2.87 on average from maximal 5 points). Students were significantly better in critical thinking tasks (t = 4.241; p < .001; d = 0.846 for total score in WGCTA) and had weaker conspiracy (t = 3.452; p < .001; d = 0.440) and pseudoscientific beliefs (t = 4.258; p < .001; d = 0.542) than general population (there were no differences in literacy and numeracy). Next, critical thinking negatively correlated with conspiracy beliefs (r = -.196 – -.252) and pseudoscientific beliefs (r = -.301 – -.410); there were no relationships between numeracy and literacy and suspected beliefs. A linear regression analysis was performed to examine the contribution of student status (dummy variable, 0 = non-student, 1 = student) and critical thinking skills in the explanation of epistemically suspected beliefs. For both conspiracy and pseudoscientific beliefs, the linear regression revealed only the ability to evaluate arguments as a significant negative predictor (for conspiracy beliefs: F(6,95) = 3.463, p = .004, R2 = .179 ; for pseudoscientific beliefs F(6,95) = 6.621, p < .001, R2 = .295). Epistemically suspected beliefs can lead to decisions with serious negative consequences like higher levels of prejudice, support for acts of violence, refusal of vaccinations, medical procedures, or climate change. Present research together with other studies provides evidence that critical thinking contributes to reducing such unwarranted beliefs. The good news is future teachers had critical thinking at a higher level than the general population. The bad news is it was a low, insufficient level. To sum, thinking competencies need to be developed systematically at all levels of education. The way people think is crucial, and the potential to develop critical thinking is still untapped in education.

Keywords:

Critical thinking, literacy, numeracy, epistemically suspected beliefs.