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Posts Tagged ‘fallacies

Most people would read the tweet above and agree. But first they must agree on the premise that the foolish thing is foolish in the first place.

If something is wrong, no amount of saying that it is right can make it right, right?

Not by today’s standards. While misinformation is not new, the speed at which it spreads and the frequency at which it can be delivered might allow falsehoods to anchor and normalise.

We also have fallacies in schooling and education, but these were not spread by quickness. Instead, they persisted by slow repetition, unquestioned practice, and uncritical thinking.

Fallacies like the rhetoric of engagement instead of empowerment, the confusion of choice with agency, gamification is game-based learning, schooling is education, enhancing lessons with technology instead of enabling learners and learning. Learning styles. Digital natives.

There is so much more and they have either normalised or are quickly cementing. As this happens, they only foolish ones seem to be those that question, critique, and berate. I am one of those latter fools.

…is sometimes one that pretends to be special, but is actually ordinary. This does little harm beyond a bruised ego when all find out just how ordinary.

An attempt to label or typify entire generations of people is just wrong. Case in point, the table embedded in this tweet:

On one hand, you can understand the human tendency to simplify and categorise. On the other, you can see exceptions to every category and rule.

The creators of the table need to read and reflect on Todd Rose’s The End of Average (my reflection on the book). They should also not perpetuate fallacies like digital natives to teachers and non-teachers alike.

A fallacy is a popular or common misconception.

One PokémonGo fallacy is that the game is social. If it was, some people would not be able to complain about the PokémonGo zombies that seem to walk around blindly with their phones.

The game is not inherently social, but that does not mean that is not social at all. PokémonGo zombies are not the only species of players. There are boyfriend-girlfriend pairs, friends in small groups, family units, and friendly fans.

I spotted one boyfriend-girlfriend pair embracing at a mall while looking over their shoulders at their phones and flicking at Pokémon. They caught each other and were catching PokémonGo while out on a Poké date. This blog does not discuss any other form of poking.

The friend and family units are common too, especially at parks. They will chatter about strategies, alert one another about rare Pokémon appearances, share the joy of eggs hatching, and perhaps discuss the ethics of Pokémon recycling. Maybe not the last one.

The best social experiences are serendipitous.

My son and I were out one day to collect Poké balls at Poké stops when a Seel appeared on the game radar. As my son did not have one yet, he got excited. The problem was that we did not know exactly where it was.

I activated my Go Radar app, but before it could ping the Seel, a student who heard us talking about it ran over and asked us if we were Seel hunting. He then told us where he caught his.

I thanked him for telling us and we made our way to the site of the last Seel sighting. My son and I bagged a Seel each.

That student had information and shared it generously even though he did not need to. He did not hoard information just in case of some imaginary zombie apocalypse.

The lesson here is that it is good to share openly because there so much to give. And when you get, you need to give back in return. This might sound surprising, but some teachers need to be reminded of that.

Another lesson, particularly for teachers who wish to use PokémonGo for teaching content, is NOT to. Not in an uncritical way at least.

PokémonGo may be a fun hook, but it does not guarantee accurate information or critical thinking*. However, the very same fallacies it sells might be leveraged to teach content and model critical thinking.

For example, PokémonGo allows you to “evolve” a proto-Pokémon to a higher form. This is nowhere near any form of evolution in terms of concept or time. A better term might be “metamorphosis”, e.g., when a caterpillar becomes a butterfly. This is teaching by correcting fallacies, citing non-examples and examples, and sharing more accurate information.

The non-negotiable and more valuable aspect of doing this is teaching critical thinking. The concepts of evolution and metamorphosis may be forgotten, but the type and strategy of thinking must remain. This skillset is far more valuable than the content knowledge alone.

*If the point is to promote creative thinking, then knock yourself out by embracing the fallacies. Though it must be said that creative and critical thinking are better as co-joined twins.


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