Critical Thinking

A study of critical thinking reveals the complexities in the search for truth. Much of this complexity is based in a bias by thinkers towards the material or source of information. Biases can be developed in many forms, have varying degrees of strength, and affect objectivity. A useful exercise at the beginning of a doctoral program for a student is to pause and evaluate one’s own critical thinking and biases. Such an endeavor leads to an evaluation of how to use and view media and how critical thinking can best be utilized in future research. The outcome of this evaluation influences how a researcher uses media, works in his or her professional and scholarly practice, and conducts research with critical evaluation.

Manipulation of data and biased views are not new. Throughout history, “his stories” have been told and embellished with information, perspective, and biases with varied motivations. The expansion of information access and outlets in modern media is an extension of this behavior. However, the extent of these manipulations is often more observable in the instant and distributed media productions of today. One example from this course is the alteration of images in advertising. Image control and manipulation has become the norm, and the scale and depth of these manipulations is profound.


When a researcher understands the depth of both subtle and overt media manipulation, the way he or she uses media will change. Every piece of information, imagery, video, and even sources of information can be altered to support a story. It can be difficult to determine the source behind information and motivations, methods, and data. For example, the name of a website domain holder can be obfuscated by an individual with no obvious ties even if the website has a partisan political point of view to convey.

PSY700 explored many areas of critical thinking in media including a discussion concerning gatekeeping, urban legends, bias determination, marketing, and social media content. All of these topics highlight the fragile nature of truth and the challenges for a researcher to understand information validity. For example, gatekeepers choose what information to show and how to show it. Urban legends are propagated and replicated to the point where the sheer volume lends some credibility to the information. Social media allows instant discussion and opinion on any topic, although faster responses and voluminous data are not always the best choice to support opinion and critical thinking.

There are two points a researcher must understand concerning critical thinking and the understanding of bias. These are:

1. Biases in information sources
2. Biases held by the researcher

First, the researcher must carefully evaluate sources of information and analyses even if this research is presented with facts and statistics. The biases of the study and study participants should be understood before the validity of results can be accepted.

The second point a researcher must understand is his or her own biases. A researcher needs to be diligent when analyzing data, analyses, and perspectives. It is typical to form opinions and see new material based solely on those opinions. In true critical thinking, new data and perspectives should be evaluated based on their own merit and not benefit from previous bias. This is particularly difficult for researchers who have considerable experience, political beliefs, spiritual beliefs, peer alliances, and previous research.

One major aspect to consider in critical thinking and media manipulation is the receptiveness of the audience. For a psychology perspective, the theory of cognitive dissonance (Festinger, 1957) provided a scientific theory for the resistance to information reception and acceptance if it is contrary to existing beliefs and biases. Researchers must work to counter their inherent biases to ensure objective thinking.

As I move forward in my doctoral studies and research, the importance of critical thinking must remain key in my approach. Our study of critical thinking revealed the complexities around the search for truth and the inherent biases that researchers and reviewers bring into their studies. To be an excellent researcher in the field of Media Psychology, I will need to continually reexamine my biases as I review data, others’ research, and create my own research materials. This diligence is the only way to ensure maximum objectivity and conduct meaningful, objective research.

References

Festinger, L. (1957). A theory of cognitive dissonance. Stanford, CA: Stanford University Press.

Social Media

Social Media provides the tools and motivation necessary to create dynamic and nontraditional groups and enhance their communication. I personally experienced the power this dynamic organization and live communication this week with the unrest and revolution in Kyrgyzstan. In 2008, I participated in a Habitat for Humanity Build in Bishkek, the capital, and became fast friends with several of the people there. We also became Facebook friends at that time. This week, one of these friends posted information about the violence and revolution occurring there. It was the first time I had a personal connection to a global story literally half way around the world.

This example illustrates several of the implications of social media. However, the range of impact of these technologies spans more than news and political information. It includes education as discussed this week by Will Richardson with his description of the formation of “learning spaces online.” He ties Web 2.0 in education to the formation of learners with similar interests into self-forming groups. This theme is expanded by Clay Shirky in Here Comes Everybody.

Humans have always formed groups for a variety of reasons ranging from basic survival to religion to personal interests. As global population has increased and the ability for much of this population to communicate and meet electronically through the Internet, it has become possible to form much more specialized groups with specific interest or goals.

Old Groups
- Fellow hunter gatherers
- Farming communities
- Cities and commercial centers
- School classroom connections
- Co-workers at a company

New Groups
- Micro causes (wolf protection in the Northern Rockies)
- Major event followers (Kyrgyzstan, Thailand)
- Students studying a subject (not necessarily in the same class or even the same school)
- Professional networks such as LinkedIn

The final and perhaps most interesting aspect of self group creation in political media is the connection of groups to humanitarian causes, educational endeavors, and political initiatives. This activity might have significant impacts in places like Kyrgyzstan when unrest develops and previously unorganized and disenfranchised peoples can connect and communicate. The impact of self-organizing groups and social media communication can be far reaching. Imagine what might be have been different if Anne Frank could have written a Blog instead of a diary.

Shirky, C. (2008). Here comes everybody: The power of organizing without organizations. New York, NY: The Penguin Press.