There are two popular views regarding the origin of critical thinking: (1) The concept of critica... more There are two popular views regarding the origin of critical thinking: (1) The concept of critical thinking began with Socrates and his Socratic method of questioning. (2) The term 'critical thinking' was first introduced by John Dewey in 1910 in his book How We Think. This paper argues that both claims are incorrect. Firstly, critical reflection was a distinguishing characteristic of the Presocratic philosophers, setting them apart from earlier traditions. Therefore, they should be recognized as even earlier pioneers of critical thinking. Secondly, John Dewey not only used the term 'critical thinking' before 1910, but there were also other authors who used it before him. The meaning of 'critical thinking' at the turn of the twentieth century was shaped by various traditions of linguistic usage, including literary criticism, science and medicine, and Kantian philosophy.
There are two popular views regarding the origin of critical thinking: (1) The concept of critica... more There are two popular views regarding the origin of critical thinking: (1) The concept of critical thinking began with Socrates and his Socratic method of questioning. (2) The term 'critical thinking' was first introduced by John Dewey in 1910 in his book How We Think. This paper argues that both claims are incorrect. Firstly, critical reflection was a distinguishing characteristic of the Presocratic philosophers, setting them apart from earlier traditions. Therefore, they should be recognized as even earlier pioneers of critical thinking. Secondly, John Dewey not only used the term 'critical thinking' before 1910, but there were also other authors who used it before him. The meaning of 'critical thinking' at the turn of the twentieth century was shaped by various traditions of linguistic usage, including literary criticism, science and medicine, and Kantian philosophy.
Bermúdez argues for rational framing effects in the form of quasi-cyclical preferences. This is s... more Bermúdez argues for rational framing effects in the form of quasi-cyclical preferences. This is supposed to refute the extensionality principle in standard decision theory. In response, I argue that it is better to analyse seemingly quasi-cyclical preferences as ceteris paribus preferences. Furthermore, if frames are included as objects of choice, we can acknowledge rational framing effects without rejecting extensionality. Many cognitive biases are due to framing. Bermúdez agrees, but he thinks (1) there are rational framing effects in the form of quasi-cyclical preferences. Furthermore, (2) these effects refute the extensionality principle-the widely accepted normative assumption that rational preferences should not depend on how outcomes are framed. I shall argue against both conclusions. Seemingly quasi-cyclical preferences are better construed as ceteris paribus preferences. Moreover, if frames are included as objects of choice, we can accept rational framing effects without rejecting extensionality.
This paper offers a brief historical survey of the development of analytic philosophy in Hong Kon... more This paper offers a brief historical survey of the development of analytic philosophy in Hong Kong from 1911 to the present day. At first, Western philosophy was a minor subject taught mainly by part-time staff. After the Second World War, research and teaching in analytic philosophy in Hong Kong began to grow and consolidate with the expansion of higher-education and the establishment of new universities. Analytic philosophy has been a significant influence on comparative and Chinese philosophy and played a crucial role in the teaching and promotion of critical thinking. Analytic philosophers in Hong Kong are now active participants in the global philosophical community. We review the development of analytic philosophy across the major tertiary institutions in Hong Kong and discuss some of the future challenges faced by the discipline.
Kalisch et al. regard a positive appraisal style as the mechanism for promoting resilience. I arg... more Kalisch et al. regard a positive appraisal style as the mechanism for promoting resilience. I argue that knowledge can enhance resilience without affecting appraisal style. Furthermore, the relationship between positive appraisals and resilience ought to be mediated by knowledge and is not monotonic. Finally, I raise some questions about how appraisals fit into the dual-process model of the mind.
The Palgrave Handbook of Critical Thinking in Higher Education, 2015
Critical thinking is one of the central aims of education, and many schools and universities have... more Critical thinking is one of the central aims of education, and many schools and universities have courses specifically devoted to critical thinking. Ennis (1989) defines critical thinking as “reasonable reflective thinking focused on deciding what to believe or do.” There are of course many other definitions of critical thinking, but most of them emphasize the importance of rationality, clarity, analysis, and independence of thought. In a typical university course on critical thinking, students might study logic, argument analysis, basic scientific methodology, fallacies, and other related topics. They learn how to distinguish between good and bad reasoning, and use this knowledge to improve their own thinking.
The 2014 Umbrella Movement was one of the most significant social and political events in recent ... more The 2014 Umbrella Movement was one of the most significant social and political events in recent Hong Kong history. This paper offers some initial reflections on the connections between the movement and broader issues related to civic education, critical thinking, and theories of education. First, it is suggested that the movement closely resembles a form of civic education known as " action civics " , offering an alternative pedagogy that might encourage more authentic civic participation. Second, the movement raises questions about how the teaching of critical thinking can be made more practically relevant to modern citizenship. Third, the deep political polarization associated with the movement indicates that civic education and critical thinking training need to pay attention to cognitive biases that affect political ideology. Finally, the Umbrella Movement reflects the failure of democratization in Hong Kong and coincides with increasing political pressures on the local education system. We discuss how political reality connects to issues about democratic education, critical pedagogy, and the idea of political neutrality in education.
Philosophy is a popular and difficult subject. Students taking philosophy courses in university a... more Philosophy is a popular and difficult subject. Students taking philosophy courses in university are often at a loss for how to appreciate the strange problems they are taught. They either do not see there is a problem or feel that the problem is utterly trivial. The laymen are also captivated by the title "philosophy", but once philosophical problems are systematically presented to them, they find the technicalities involved obscure, pretentious and unnecessary. Twenty Problems in Philosophy is written to introduce reasonably motivated laymen and university students taking philosophy courses to the core problems of philosophy. These problems are presented in the way they are taught in a university, and yet the materials are packaged in a concise and accessible style. The coverage of this book is so broad that ten sub-disciplines of the philosophy curriculum are broached. This book is thus a complete mini-guide to contemporary western philosophy that is taught in a tertiary institution.
This paper is a discussion of Professor Nussbaum's theory of emotions in Upheavals of Thought. 1 ... more This paper is a discussion of Professor Nussbaum's theory of emotions in Upheavals of Thought. 1 This large volume testifies to Professor Nussbaum's impressively wide-ranging interests. It deals with a variety of topics including the philosophy and psychology of emotions, the nature of compassion and its role in social institutions, and the idea and history of love in literature and music. Here I shall focus only on issues surrounding the ontology of emotions. Nussbaum's theory of the emotions draws heavily on the Stoic account. In her theory, emotions are a kind of value judgment or thought. This is in stark contrast to the well-known proposal from William James, who took emotions to be bodily feelings. There are various motivations for taking emotions as
Conference Theme: Toward a Science of ConsciousnessConcurrent Session 1: Materialism and the Expl... more Conference Theme: Toward a Science of ConsciousnessConcurrent Session 1: Materialism and the Explanatory Ga
The 2014 Umbrella Movement was one of the most significant social and political events in recent ... more The 2014 Umbrella Movement was one of the most significant social and political events in recent Hong Kong history. This paper offers some initial reflections on the connections between the movement and broader issues related to civic education, critical thinking, and theories of education. First, it is suggested that the movement closely resembles a form of civic education known as 'action civics, ' offering an alternative pedagogy that might encourage more authentic civic participation. Second, the movement raises questions about how the teaching of critical thinking can be made more practically relevant to modern citizenship. Third, the deep political polarization associated with the movement indicates that civic education and critical thinking training need to pay attention to cognitive biases that affect political ideology. Finally, the Umbrella Movement reflects the failure of democratization in Hong Kong and coincides with increasing political pressures on the local education system. We discuss how political reality connects to issues about democratic education, critical pedagogy, and the idea of political neutrality in education.
A crucial step in the creativity cycle is to actively explore the connections between ideas. Tons... more A crucial step in the creativity cycle is to actively explore the connections between ideas. Tons of books have been written about this topic, 1 and in this chapter we highlight some of the more useful thinking techniques. We call them creative thinking habits to emphasize two points. First, a thinking habit is a way of thinking that has become second nature. By making it a habit to apply these techniques we can make our minds more flexible and so more creative. Second, a way of thinking becomes a habit only after extended practice. The emergence of a new idea might only take seconds, but the thinking habits that allow the idea to emerge can take years of hardwork and discipline to cultivate. 24.1 CREATIVE THINKING HABITS All these thinking habits are based on one fundamental principle-a new idea is made up of old ideas combined in a new way. The simplest way to do this is by adding, replacing, or subtracting ideas. Suppose you sell simple hamburgers 1 Polya (1971) is a classic on creativity in problem solving.
First, it is not clear from Gold & Stoljar's definition of biological neuroscience whether it inc... more First, it is not clear from Gold & Stoljar's definition of biological neuroscience whether it includes computational and representational concepts. If so, then their evaluation of Kandel's theory is problematic. If not, then a more direct refutation of the radical neuron doctrine is available. Second, objections to the psychological sciences might derive not just from the conflation of the radical and the trivial neuron doctrines. There might also be the implicit belief that, for many mental phenomena, adequate theories must invoke neurophysiological concepts and cannot be purely psychological.
Metacognition is a matter of having knowledge about cognitive processes and being able to monitor... more Metacognition is a matter of having knowledge about cognitive processes and being able to monitor and control these processes. This paper argues that the teaching of critical thinking should be expanded and re-conceptualized as part of a broader program for enhancing metacognition, especially at the university level. Metacognitive competence is necessary for coping with rapid changes in the modern world, and provides the foundation for improving thinking and learning. It is proposed that metacognitive competence includes four components: meta-conceptions, general knowledge about cognitive processes, meta self-knowledge, and self-regulation. The paper examines recent research to show how these components contribute to improvements in thinking and learning. It ends with a discussion of two potential reservations about metacognitive education.
Kalisch, Müller, and Tüscher (2015) regard a positive appraisal style as the mechanism for prom... more Kalisch, Müller, and Tüscher (2015) regard a positive appraisal style as the mechanism for promoting resilience. I argue that knowledge can enhance resilience without affecting appraisal style. Furthermore, the relationship between positive appraisals and resilience ought to be mediated by knowledge and is not monotonic. Finally, I raise some questions about how appraisals fit into the dual-process model of the mind.
There are two popular views regarding the origin of critical thinking: (1) The concept of critica... more There are two popular views regarding the origin of critical thinking: (1) The concept of critical thinking began with Socrates and his Socratic method of questioning. (2) The term 'critical thinking' was first introduced by John Dewey in 1910 in his book How We Think. This paper argues that both claims are incorrect. Firstly, critical reflection was a distinguishing characteristic of the Presocratic philosophers, setting them apart from earlier traditions. Therefore, they should be recognized as even earlier pioneers of critical thinking. Secondly, John Dewey not only used the term 'critical thinking' before 1910, but there were also other authors who used it before him. The meaning of 'critical thinking' at the turn of the twentieth century was shaped by various traditions of linguistic usage, including literary criticism, science and medicine, and Kantian philosophy.
There are two popular views regarding the origin of critical thinking: (1) The concept of critica... more There are two popular views regarding the origin of critical thinking: (1) The concept of critical thinking began with Socrates and his Socratic method of questioning. (2) The term 'critical thinking' was first introduced by John Dewey in 1910 in his book How We Think. This paper argues that both claims are incorrect. Firstly, critical reflection was a distinguishing characteristic of the Presocratic philosophers, setting them apart from earlier traditions. Therefore, they should be recognized as even earlier pioneers of critical thinking. Secondly, John Dewey not only used the term 'critical thinking' before 1910, but there were also other authors who used it before him. The meaning of 'critical thinking' at the turn of the twentieth century was shaped by various traditions of linguistic usage, including literary criticism, science and medicine, and Kantian philosophy.
Bermúdez argues for rational framing effects in the form of quasi-cyclical preferences. This is s... more Bermúdez argues for rational framing effects in the form of quasi-cyclical preferences. This is supposed to refute the extensionality principle in standard decision theory. In response, I argue that it is better to analyse seemingly quasi-cyclical preferences as ceteris paribus preferences. Furthermore, if frames are included as objects of choice, we can acknowledge rational framing effects without rejecting extensionality. Many cognitive biases are due to framing. Bermúdez agrees, but he thinks (1) there are rational framing effects in the form of quasi-cyclical preferences. Furthermore, (2) these effects refute the extensionality principle-the widely accepted normative assumption that rational preferences should not depend on how outcomes are framed. I shall argue against both conclusions. Seemingly quasi-cyclical preferences are better construed as ceteris paribus preferences. Moreover, if frames are included as objects of choice, we can accept rational framing effects without rejecting extensionality.
This paper offers a brief historical survey of the development of analytic philosophy in Hong Kon... more This paper offers a brief historical survey of the development of analytic philosophy in Hong Kong from 1911 to the present day. At first, Western philosophy was a minor subject taught mainly by part-time staff. After the Second World War, research and teaching in analytic philosophy in Hong Kong began to grow and consolidate with the expansion of higher-education and the establishment of new universities. Analytic philosophy has been a significant influence on comparative and Chinese philosophy and played a crucial role in the teaching and promotion of critical thinking. Analytic philosophers in Hong Kong are now active participants in the global philosophical community. We review the development of analytic philosophy across the major tertiary institutions in Hong Kong and discuss some of the future challenges faced by the discipline.
Kalisch et al. regard a positive appraisal style as the mechanism for promoting resilience. I arg... more Kalisch et al. regard a positive appraisal style as the mechanism for promoting resilience. I argue that knowledge can enhance resilience without affecting appraisal style. Furthermore, the relationship between positive appraisals and resilience ought to be mediated by knowledge and is not monotonic. Finally, I raise some questions about how appraisals fit into the dual-process model of the mind.
The Palgrave Handbook of Critical Thinking in Higher Education, 2015
Critical thinking is one of the central aims of education, and many schools and universities have... more Critical thinking is one of the central aims of education, and many schools and universities have courses specifically devoted to critical thinking. Ennis (1989) defines critical thinking as “reasonable reflective thinking focused on deciding what to believe or do.” There are of course many other definitions of critical thinking, but most of them emphasize the importance of rationality, clarity, analysis, and independence of thought. In a typical university course on critical thinking, students might study logic, argument analysis, basic scientific methodology, fallacies, and other related topics. They learn how to distinguish between good and bad reasoning, and use this knowledge to improve their own thinking.
The 2014 Umbrella Movement was one of the most significant social and political events in recent ... more The 2014 Umbrella Movement was one of the most significant social and political events in recent Hong Kong history. This paper offers some initial reflections on the connections between the movement and broader issues related to civic education, critical thinking, and theories of education. First, it is suggested that the movement closely resembles a form of civic education known as " action civics " , offering an alternative pedagogy that might encourage more authentic civic participation. Second, the movement raises questions about how the teaching of critical thinking can be made more practically relevant to modern citizenship. Third, the deep political polarization associated with the movement indicates that civic education and critical thinking training need to pay attention to cognitive biases that affect political ideology. Finally, the Umbrella Movement reflects the failure of democratization in Hong Kong and coincides with increasing political pressures on the local education system. We discuss how political reality connects to issues about democratic education, critical pedagogy, and the idea of political neutrality in education.
Philosophy is a popular and difficult subject. Students taking philosophy courses in university a... more Philosophy is a popular and difficult subject. Students taking philosophy courses in university are often at a loss for how to appreciate the strange problems they are taught. They either do not see there is a problem or feel that the problem is utterly trivial. The laymen are also captivated by the title "philosophy", but once philosophical problems are systematically presented to them, they find the technicalities involved obscure, pretentious and unnecessary. Twenty Problems in Philosophy is written to introduce reasonably motivated laymen and university students taking philosophy courses to the core problems of philosophy. These problems are presented in the way they are taught in a university, and yet the materials are packaged in a concise and accessible style. The coverage of this book is so broad that ten sub-disciplines of the philosophy curriculum are broached. This book is thus a complete mini-guide to contemporary western philosophy that is taught in a tertiary institution.
This paper is a discussion of Professor Nussbaum's theory of emotions in Upheavals of Thought. 1 ... more This paper is a discussion of Professor Nussbaum's theory of emotions in Upheavals of Thought. 1 This large volume testifies to Professor Nussbaum's impressively wide-ranging interests. It deals with a variety of topics including the philosophy and psychology of emotions, the nature of compassion and its role in social institutions, and the idea and history of love in literature and music. Here I shall focus only on issues surrounding the ontology of emotions. Nussbaum's theory of the emotions draws heavily on the Stoic account. In her theory, emotions are a kind of value judgment or thought. This is in stark contrast to the well-known proposal from William James, who took emotions to be bodily feelings. There are various motivations for taking emotions as
Conference Theme: Toward a Science of ConsciousnessConcurrent Session 1: Materialism and the Expl... more Conference Theme: Toward a Science of ConsciousnessConcurrent Session 1: Materialism and the Explanatory Ga
The 2014 Umbrella Movement was one of the most significant social and political events in recent ... more The 2014 Umbrella Movement was one of the most significant social and political events in recent Hong Kong history. This paper offers some initial reflections on the connections between the movement and broader issues related to civic education, critical thinking, and theories of education. First, it is suggested that the movement closely resembles a form of civic education known as 'action civics, ' offering an alternative pedagogy that might encourage more authentic civic participation. Second, the movement raises questions about how the teaching of critical thinking can be made more practically relevant to modern citizenship. Third, the deep political polarization associated with the movement indicates that civic education and critical thinking training need to pay attention to cognitive biases that affect political ideology. Finally, the Umbrella Movement reflects the failure of democratization in Hong Kong and coincides with increasing political pressures on the local education system. We discuss how political reality connects to issues about democratic education, critical pedagogy, and the idea of political neutrality in education.
A crucial step in the creativity cycle is to actively explore the connections between ideas. Tons... more A crucial step in the creativity cycle is to actively explore the connections between ideas. Tons of books have been written about this topic, 1 and in this chapter we highlight some of the more useful thinking techniques. We call them creative thinking habits to emphasize two points. First, a thinking habit is a way of thinking that has become second nature. By making it a habit to apply these techniques we can make our minds more flexible and so more creative. Second, a way of thinking becomes a habit only after extended practice. The emergence of a new idea might only take seconds, but the thinking habits that allow the idea to emerge can take years of hardwork and discipline to cultivate. 24.1 CREATIVE THINKING HABITS All these thinking habits are based on one fundamental principle-a new idea is made up of old ideas combined in a new way. The simplest way to do this is by adding, replacing, or subtracting ideas. Suppose you sell simple hamburgers 1 Polya (1971) is a classic on creativity in problem solving.
First, it is not clear from Gold & Stoljar's definition of biological neuroscience whether it inc... more First, it is not clear from Gold & Stoljar's definition of biological neuroscience whether it includes computational and representational concepts. If so, then their evaluation of Kandel's theory is problematic. If not, then a more direct refutation of the radical neuron doctrine is available. Second, objections to the psychological sciences might derive not just from the conflation of the radical and the trivial neuron doctrines. There might also be the implicit belief that, for many mental phenomena, adequate theories must invoke neurophysiological concepts and cannot be purely psychological.
Metacognition is a matter of having knowledge about cognitive processes and being able to monitor... more Metacognition is a matter of having knowledge about cognitive processes and being able to monitor and control these processes. This paper argues that the teaching of critical thinking should be expanded and re-conceptualized as part of a broader program for enhancing metacognition, especially at the university level. Metacognitive competence is necessary for coping with rapid changes in the modern world, and provides the foundation for improving thinking and learning. It is proposed that metacognitive competence includes four components: meta-conceptions, general knowledge about cognitive processes, meta self-knowledge, and self-regulation. The paper examines recent research to show how these components contribute to improvements in thinking and learning. It ends with a discussion of two potential reservations about metacognitive education.
Kalisch, Müller, and Tüscher (2015) regard a positive appraisal style as the mechanism for prom... more Kalisch, Müller, and Tüscher (2015) regard a positive appraisal style as the mechanism for promoting resilience. I argue that knowledge can enhance resilience without affecting appraisal style. Furthermore, the relationship between positive appraisals and resilience ought to be mediated by knowledge and is not monotonic. Finally, I raise some questions about how appraisals fit into the dual-process model of the mind.
Introduces the philosophy of logic in seven easy chapters.
1. Reason, Unreason and Logic
2. Ho... more Introduces the philosophy of logic in seven easy chapters.
1. Reason, Unreason and Logic
2. How to Prove a Point Logically
3. Truth
4. The Logic of Parts of Speech
5. Is Necessity Really Necessary?
6. Entailment
7. Critiques of Logic
Philosophy is a popular and difficult subject. Students taking philosophy courses in university a... more Philosophy is a popular and difficult subject. Students taking philosophy courses in university are often at a loss for how to appreciate the strange problems they are taught. They either do not see there is a problem or feel that the problem is utterly trivial. The laymen are also captivated by the title "philosophy", but once philosophical problems are systematically presented to them, they find the technicalities involved obscure, pretentious and unnecessary. Twenty Problems in Philosophy is written to introduce reasonably motivated laymen and university students taking philosophy courses to the core problems of philosophy. These problems are presented in the way they are taught in a university, and yet the materials are packaged in a concise and accessible style. The coverage of this book is so broad that ten sub-disciplines of the philosophy curriculum are broached. This book is thus a complete mini-guide to contemporary western philosophy that is taught in a tertiary institution.
confirmation, support, reliability and the like are rejected; the entire scientific enterprise sh... more confirmation, support, reliability and the like are rejected; the entire scientific enterprise should be accounted for with two terms only, truth and falsehood. In this book, we are asked to believe that the simple abrogation of the search for justification will be the only proper response to scepticism and irrationalism.
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Papers by Joe Y F Lau
1. Reason, Unreason and Logic
2. How to Prove a Point Logically
3. Truth
4. The Logic of Parts of Speech
5. Is Necessity Really Necessary?
6. Entailment
7. Critiques of Logic
Chapters 5 and 6 available for download here.