Another survey by ‘social scientists’, another example of the problem. Ronald Bailey: The Debate Over Global Warming Is Just a Big Misunderstanding, Says Study — “Or is it?” The stimulus here is a study by Princeton psychologist Sander van der Linden and his colleagues.
Overall, the authors espouse what they call the “gateway belief” model of persuasion: If Americans are told that most scientists think man-made climate change is happening, they will think so too. Not only that: They will become more worried about it and start demanding government action to stop it. And so the study essentially endorses more science education as the way to resolve climate change rows.
These findings contradict previous research from the Yale Cultural Cognition Project, which concluded that beliefs about politicized areas of science are generally treated as cultural signals telling fellow partisans that you are a good person who is on their side. According to the Yale researchers, getting people to change their minds about a politicized issue amounts to trying to persuade them to betray their tribe. This dynamic makes them highly resistant to attempts to bombard them with alleged widely agreed-upon facts. Contrariwise, the folks at the Cognition Project find that the smarter a person is, the easier it is for them to find “proof” for his or her beliefs.
There are a few items mentioned that should lead to skepticism about the study report. First up is the political bias differences. When Democrats and Republicans disagree, the issue isn’t science, it is politics. Second on the list is the straw man based on fuzzy definitions and misdirection. The political disagreement is about governmental interference and cost versus benefit differences regarding the importance and level of understanding of potential human caused climate catastrophe. Exactly what global warming means and the specific items of ‘scientific consensus’ happen to be are not clearly defined nor placed into an appropriate context. A third item on the list is putting scientific consensus as something of value above all else. In science, skepticism is the value that takes precedence as it leads to learning and the advancement of knowledge. That leads to another item which is mislabeling appropriate skepticism as a denial and ideological ignorance.
The idea that ‘more science education’ will solve the problem has been around for a long time as well. It is a simplification of human cognition that has been around for ages and is as much a historically demonstrated falsehood as the idea that socialism will lead to economic prosperity. The correlation between the populations holding these two beliefs is something to consider carefully as well. An esoteric example of this is the argument about whether to teach the traditional biology then chemistry then physics order or to reverse the order to provide a more logical presentation based upon dependencies. From a cognition standpoint, it is a matter of learning to handle abstractions effectively. High school biology is mostly hands on observation and description while physics tends towards the abstractions of algebra and calculus. This, in turn, gets into the efforts to change curriculum away from algebra towards something ‘more useful’ like statistics or to implement programming techniques rather than intellectual development.
The amazing thing is that the U.S. does so well in STEM despite the populace fascination with alternative whatnot, snake oil cures, FUD mongering, and political candidates who make absurd promises and intellectually vacuous rationales for their behaviors.