Imagine we looked at the culture at large and found that people have a tendency to make common math errors. Politicians can’t add two-digit numbers, news pundits don’t know their basic times tables, and even teachers and professors can’t understand negative numbers and fractions. Let’s say that in polls, eight percent of Americans can’t perform the basic addition, subtraction, multiplication, and division.
The response to such a situation would be immediate and simple: The problem is obviously math education. Let’s fix the math programs in public schools. It would be imperative to fix such a problem. After all, society probably couldn’ tfunction if the majority of adults were lacking basic math skills.
Now, what if the problem is thinking in general? What if the problem is even deeper and more pervasive than a lack of basic math proficiency? What if the problem is the method by which math – and every other subject learned in school – is understood?
We don’t teach logic in public schools. We don’t teach our students how to think. We rely on innate common sense (which is essentially the weaker and less precise little brother of logic) to see them through. Smart kids today leave high school with a working knowledge of trigonometry and maybe a foreign language, but I would bet that hardly any of them can name a single logical fallacy.
The culture today is rife with logical fallacies. Anyone who’s ever listened to a politician – any politician – answer questions is exposed to about for of them per answer. Cable new is sickening, from the endless non-sequiturs of Sean Hannity to the inevitable tu quoque replies of Alan Colmes. Logical fallacies are so prevalent that even the very notion of a logical fallacy has been undermined. Practically every day I hear someone put “ad hominem” before the word “attack.” The term “ad hominem” is not supposed to be interchangeable with a simple insult; the point is that one attacks the arguer instead of his or her argument.
Perhaps learning about formal logic isn’t going to save most people from using their emotions where they shouldn’t, or from the omnipresent confirmation bias, but the se types of thinking errors are dangerous, especially when they’re habitually made by policy-makers, teachers, parents, and other people of influence. At the very least, we should be arming young people with the tools needed to recognize and answer these common situations. Before spelling, geography, biology, and all the rest, how about we first teach kids how to use their minds properly?