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| the New Age and anti-science items. Similarly need for cognition was not associated with TV knowledge. One purely incidental finding was that need for cognition correlated significantly with the filler item The average person can win a good deal from poker machines (r = -0.28 p <.01). Although this item was rejected by the majority scattergram inspection revealed a clear tendency for those individuals around the midpoint of the 7-point scale to be low in need for cognition. Discussion The findings. Perhaps the most surprising aspect of this study is that the majority of students surveyed appeared to adopt an agnostic position with regard to evaluating New Age beliefs with believers outnumbering skeptics on three specific items (ie UFOs seances and Nostradamus). Although the faculty panel had rated 8 such beliefs as clearly inconsistent with the principles of valid and acceptable knowledge the students clearly rejected only 2 such items (ie that pyramids sharpen blades and the crime/meditation relationship). When we so list refinance ught to define skeptics in terms of individuals who felt able to reject all 8 New Age statements we located only 4 such individuals. When faced with New Age items the most common overall response was “no particular opinion”. This general failure to find extreme scores on the New Age items could not be accounted for in terms of the response options used as several of the filler items had encouraged extreme scores. The original planning expectation had been for the fillers to encourage mid-scale responding in contrast to the New Age items that we felt ought to be rejected by intelligent and educated young peop list refinance le. This original expectation was not substantiated. The data indicated a New Age factor was clearly definable by traditional psychometric criteria. To our awareness this is the first demonstration that list refinance it is meaningful to describe individuals in terms of a belief structure defined as New Age dispositional thinking. Surprisingly the New Age factor emerged as distinct from scientific attitudes. Anti-scientific attitudes emerged as a second strong factor but New Age scores and anti-scientific attitudes were found to be quite unrelated even when using the oblimin solution (which specifically allows for possibly correlated factors). We are drawn to the surprising conclusion that belief in the New Age stands independent of one’s scientific attitudes at least within samples of individuals who may achieve high levels of education in areas not involving list refinance a formal scientific training. The extent of New Age beliefs was essentially unrelated to students’ year level and to their knowledge of television content which was assumed to reflect TV media exposure. Indeed within the present study the only significant predictor of New Age thinking turned out to be gender with females evidencing higher levels of New Age belief than males a finding also reported by Messer and Griggs (1989). However it should be noted that the se list refinance x difference was not significant with regard to attitudes to science. The boxplots indicate that the male students were more likely than females to reject New Age statements whereas the females tended to express the central position of 0 or no opinion (see Figure 1). We were unable to demonstrate a significant relationship between New Age beliefs and the psychological need for cognition. The Need for Cognition Scale correlated with knowledge of writers a proxy measure of r list refinance eading behaviour. This correlation adds to the construct validity of both scales. Also individuals who scored low in need for cognition appeared more willing to entertain the notion that poker machines might be a viable source of income (ie one of the filler items). But the notion that the New Age appeals to individuals who w list refinance ant quick and easy solutions to lifes problems without the work of thinking was simply not supported in the current data. Informal discussions within our tutorial classes have revealed that many intelligent and articulate young people appear ready to study and discuss issues such as Nostradamus UFOs and aliens. Our initial presump list refinance tion list refinance that they would display an inherent skepticism was not supported by the present data. Wider implications. The majority of the present sample will become or have become teachers at the early childhood and primary levels. Hence the results may be interpreted as reflecting upon the state of primary school science education. These beginning teachers appear relatively neutral when it comes to promoting many scientific belief statements and appear highly open-minded when it comes to deciding to accept or reject fallacious New Age propositions. Within the present study the response format used does not enable us to distinguish between open-mindedness and empty mindedness. However it is possible that very few school children within their primary years are likely to have the benefit of a teacher modelling informed skepticism of ludicrous New Age knowledge claims. The present data contribute to the literature indicating that at the primary level the quality of science teaching may be less than optimal. Many teachers appear to pass on negative attitudes to science to their students (Scharmann & Orth Hampton 1995) and may even endorse and communicate scientific misconceptions (Anderson & Smith 1987 Schoon 1995). In many instances beginning primary teachers actual scientific knowledge is low (Stevens & Wenner 1996) as is their confidence in their ability to teach appropriate content (Ramey-Gassert & Shroyer 1992). Schoon and Boone (1998) found that preservice teachers with low self-efficacy (ie confidence) tended to hold certain types of misconceptions which reflected basic misunderstandings of key scientific principles. The results of the present study are consistent with those of Schoon (1995) and Schoon and Boone (1998) in that we found preservice teachers may harbour attitudes and beliefs out of accord with recognised scientific knowledge and knowledge acquisition principles. ‘Just harmless fun’. But should educators strive to undermine misconceptions such as the New Age belief syndrome? The popular science writer Margaret Wertheim (2000) has pointed out many New Age promoters are not fundamentally anti-science in their stance. On the contrary they actively seek scientific validation of their specific claims. Belief in the New Age in itself is not used to deny or disparage the value and accomplishments of science. Indeed the present data suggest that New Age beliefs and scientific attitudes can be basically unrelated at the level of the individual. Furthermore a critic may argue that our findings are benign since the beliefs reviewed here are neither central nor important to peoples lives. That 46% of preservice teachers may believe in UFO visitations could be harmless fun. That 24% of our sample appear to hold that the sum contribution of science to our society has been more negative than positive could be construed as healthy cynicism. But such a critic argues from a position of defending mass ignorance and short-sightedness. In the wider context of human social behaviour documented links between (a) erroneous belief patterns and (b) pathological action and costly decision making have been reviewed by many authors (eg Belsky & Gilovich 1999 Gilovich 1991 Sagan 1996 Schlick & Vaughn 1995). Collectively these reviewers provide an unflattering portrayal of the human tendency to receive generate and act upon fallacious data. The empirical studies of Kuhn (1999) for example document natural tendencies to arrive at judgements in a manner independent of actual evidence that is “to blur the distinction between t list refinance heory-based and evidence-based sources” (p 21) and to display little awareness of the sources of beliefs. Since many information sources today (especially the Internet) actively disseminate both information and misinformation the need for universal training in critical thinking in the scientific method and in the ability to evaluate knowledge claims list refinance (ie the key goals of realist science) have perhaps never been greater. Additional reasons for educators to be acutely concerned about proliferation of New Age thinking stem from the following earlier findings (a) three projects established that beliefs in paranormal New Age type beliefs were associated with reduced levels of performance on reasoning type tasks (Blackmore & Troscianko 1985 Roberts & Seager 1999 Wierzbicki 1985) (b) one project reported links between paranormal beliefs and lower university grades (Messer & Griggs 1989) and (c) another project found a correlation between paranormal belief and dogmatism in relating to new evidence (Alcock & Otis 1980). Hence even though our current project data cannot be used to disparage paranormal or New Age thinking there is sufficient existing evidence for educators to regard New Age thinking less as ‘harmless fun’ and more as potential cognitive liability. References Alcock.J. E. & Otis L.P. (1980). Critical thinking and belief in the paranormal. Psychological Reports 46 479-482. Anderson C. W. & Smith E. L. (1987). Teaching science. In V. Richardson-Koehler (Ed.) Educators handbook A research perspective (pp 84-111). New York Longman. Cacioppo J. T. Petty R. E. Feinstein J. A. & Jarvis W. B. G. (1996). Dispositional differences in cognitive motivation The life and times of individuals varying in need for cognition. Psychological Bulletin 119 197-253. Belsky G. & Gilovich T. (1999). Why | |||||||||||||