Chapter 1: The Misconception of Psychology

In my role as a psychology professor, I frequently encounter a puzzling question: "You teach statistics? I thought you taught psychology?" This reveals a widespread misunderstanding about the field. Psychology is fundamentally a "psychological science," a term that some universities are beginning to adopt.

As a result, I often hear students express frustration that they cannot share their personal opinions in my class. To clarify, I address this concern directly at the beginning of each course.

I have two key points to share: first, there is a way to express your views (which I will explain), and second, my approach will not change.

When you look at the course structure, you'll see that I typically seek specific answers and expect you to elaborate with evidence demonstrating that you've engaged with the readings and lectures. Some students may not appreciate this format, but I have two primary reasons for it.

Firstly, numerous students believe they can succeed in the course without reading the assigned materials, relying instead on their subjective thoughts to earn full credit. I aim to prevent misunderstandings about grading. Secondly, and more importantly, students who voice dissatisfaction about not being able to share their opinions often overlook a fundamental truth: psychology is a SCIENCE.

Imagine attending a Chemistry or Physics class and complaining about the inability to voice your personal opinions. If a teacher presents the equation "2 + 2 = 4," would you assert, "I think it should be 22!"?

While social sciences differ from STEM fields—lacking universal laws like gravity—what we have in psychology are theories that aim to explain or predict human behavior. These theories are certainly not infallible, but they are far more reliable than personal intuition.

Many individuals mistakenly think that relying on common sense is sufficient. This belief is not only misguided but potentially harmful. I have presented students with two contradictory statements and asked them to rationalize each. Over the years, the pattern has remained consistent: students tend to believe the statement they receive is true.

For instance, consider the question of how many times one would need to fold a piece of paper to equal the distance between the Earth and the Sun. Common sense might suggest more than a million folds, but the actual answer is just 50 folds. This illustrates how common sense can lead to significant errors in reasoning.

It is crucial to understand that personal experiences or observations do not constitute scientific evidence because they are often highly unreliable. As a science, psychology demands that evidence supporting a phenomenon or theory comes from rigorous research processes, which are then replicated. Your individual experiences rarely meet these standards.

We are analyzing general patterns of behavior, not singular instances that apply universally. Exceptions can occur, but they may stem from biases, flawed observations, or other factors that are not our focus.

Thus, I implore you: do NOT use your intuition, personal beliefs, experiences, or observations as evidence in my class (unless explicitly permitted). Doing so will have consequences.

However, if you possess a healthy skepticism regarding research methods and seek clarification, that inquiry is welcomed. It is essential to first understand how research is conducted, which means you must read the methodology sections of original studies thoroughly. Only then can you form a reasoned judgment.

Your purpose in this class is to learn about SCIENCE, not merely to validate your pre-existing beliefs.

You might wonder if this means you must agree with every assertion made in the textbooks or lectures. The answer is no; however, any disagreement must be backed by solid evidence, not mere opinion. What constitutes "solid evidence"? It can be found in reputable, peer-reviewed research articles, not popular books or sensationalized media.

If you present credible research that contradicts the claims made in class, I will not only acknowledge your argument but might also reward you with extra credit.

The critical point is that I need to see clear evidence that you have comprehended the materials and are using scientific reasoning to explore the topics further.

If you argue, "But if Einstein accepted Newton's Laws without question, we wouldn't have the Theory of Relativity," I would respond, "First, you need to grasp current scientific knowledge and methods. Once you understand that, if you still have inquiries, present them with scientific data, and then we can engage in a discussion."

Many mistakenly believe Einstein was a poor student who was dismissed for thinking outside the box, but that's not true. He was a dedicated learner who excelled in his studies, though he struggled with language.

It's crucial to differentiate between someone like Einstein and someone who believes the Earth is flat, claiming, "I'm a critical thinker." Choose wisely.

Key takeaways from this discussion include: Psychology is a science, and your goal is to learn about SCIENCE, not to simply affirm your worldview. There is a significant distinction between innovative thinkers like Einstein and those who reject established facts.

If you intend to take a psychology class, major in the field, pursue a graduate program, or simply wish to understand psychology in your daily life, keep these principles in mind. Everything we understand about psychology is grounded in rigorous scientific research, not the stereotypical portrayal of therapy sessions in popular media.

Be the right person with the right mindset.

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The first video discusses the differences between facts, opinions, and beliefs, providing clarity on how to discern these concepts effectively.

The second video explores how to differentiate between fact and opinion in writing and research, emphasizing the importance of evidence-based reasoning.