BIOS 150 8-2 REFLECTION 2

INTRODUCTION TO BIOS 150 8-2 REFLECTION 2

The BIOS 150 8-2 Reflection 2 assignment involves reflecting on key topics discussed during the semester, specifically motivated reasoning and intellectual dishonesty. You will analyze your understanding of these concepts, consider strategies to counteract motivated reasoning, and reflect on the application of these insights in your future life. This Owlisdom guide will help you structure your reflection effectively.

Reflect on what you learned this week about motivated reasoning and intellectual dishonesty.  Did the study results surprise you or not?

REFLECTING ON MOTIVATED REASONING AND INTELLECTUAL DISHONESTY

• Reflect on what you learned about motivated reasoning and intellectual dishonesty. 
• Consider whether the study results surprised you and why. 
• Emphasize the importance of recognizing cognitive biases.

Example

This week’s insights into motivated reasoning and intellectual dishonesty highlighted the powerful influence of cognitive biases in shaping our beliefs and responses to evidence. While not entirely surprising, the study results underscored the extent to which individuals can protect their pre-existing views, often employing intellectual dishonesty unconsciously. The realization stresses the importance of cultivating a critical mindset and the need for rigorous scientific methods to mitigate these biases. Understanding that our reasoning can be flawed and driven by motivations other than truth is crucial in academic and personal contexts.

Motivated reasoning can have negative consequences, as we have seen last week looking at vaccination.  Do you think anything can be done to counteract motivated reasoning?  Address this question briefly below.  

COUNTERACTING MOTIVATED REASONING

• Briefly discuss strategies that can be implemented to counteract motivated reasoning. 
• Focus on education, critical thinking, and fostering an environment of transparency and open discussion.

Example

Countering motivated reasoning requires a multifaceted approach, primarily focused on education and critical thinking. Educating individuals on the nature of biases and the principles of critical thinking from an early age can fortify them against flawed reasoning (Elder, 2022). Additionally, promoting transparency in data and fostering an environment where questioning and open discussion are encouraged can also help. Encouraging individuals to consider alternative viewpoints and engage in reflective thinking about why they hold certain beliefs can reduce the impact of motivated reasoning.

Think back over the semester – what is something that you learned that might be of use to you later on in life?  Is this something that motivated reasoning could be impacted by?  Is there anything that you can do to make yourself more aware of when you might be likely to engage in motivated reasoning?

APPLYING SEMESTER LEARNINGS TO FUTURE CONTEXTS

• Reflect on a key lesson learned during the semester that will be useful in your future. 
• Discuss how motivated reasoning might impact this and what you can do to become more aware of it.

Example

Throughout the semester, the importance of evidence-based decision-making has been a recurring theme that will undoubtedly be useful in various aspects of my life, particularly in navigating health and policy decisions. Motivated reasoning can influence the approach, especially when decisions involve deeply held beliefs. To combat this, I plan to practice mindfulness and self-reflection regularly, which can help me recognize when my conclusions align more with my desires than the evidence. Keeping a journal of decisions and their rationale could also be helpful to monitor and evaluate my reasoning process over time.

Recall from the first week of the semester that science attempts to address questions of the natural world around us. This means that there are some questions that science cannot address.  Reflect below on when it is appropriate for personal belief to guide our decision-making.

WHEN PERSONAL BELIEF SHOULD GUIDE DECISION-MAKING

• Reflect on situations where personal belief, rather than scientific evidence, should guide decision-making.
• Discuss the balance between empirical data and personal values.

Example

Personal beliefs play a crucial role in decision-making when questions extend beyond the empirical reach of science and venture into the realms of ethics, morality, and personal values. For example, decisions about end-of-life care, the rightness of a cause, or choices about personal relationships often involve considerations that transcend scientific evidence (Jones, 2020). In such cases, personal beliefs shaped by cultural, ethical, and spiritual perspectives become central. While science can provide data and forecasts, the value-driven aspects of these decisions rely on personal belief systems, underscoring the importance of a balanced approach that respects both empirical evidence and individual values. 

CLOSING

By following these guidelines, you will be able to effectively reflect on the topics of motivated reasoning, intellectual dishonesty, and the role of personal beliefs, enhancing your critical thinking skills and preparing for future challenges. You can also read BIOS 150 complete modules to ace the course!

REFERENCES

Elder, L. (2022). Fairminded Critical Thinking and Depth of Knowledge as Essential to Gifted Education Programs That Advance the Common Good. In R. J. Sternberg, D. Ambrose, & S. Karami (Eds.), The Palgrave Handbook of Transformational Giftedness for Education (pp. 143–170). Springer International Publishing. https://doi.org/10.1007/978-3-030-91618-3_8 

Jones, H. M. (2020). Life-Prolonging Medical Care and Religiosity at the End of Life. [PhD Thesis, University of Otago]. https://ourarchive.otago.ac.nz/handle/10523/10067