Academia critical psychology Culture Teaching Writing

On Arguments (Part 3)

In the first post in this series, I wrote, “a shopping list is not an argument”. This is a useful point of reference for us in understanding arguments, and the practice of argumentation. Now in this post we want to imagine a way in which a shopping list can turn into an argument. Or, at least, we want to see how a shopping list can begin to resemble an argument. Think of a concrete shopping…

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Academia cognitive psychology critical psychology Teaching Writing

On Arguments (Part 2)

It was the winter of 2010. My thesis supervisor and I were walking along Otonobee river on the beautiful Trent University campus. The campus looks more beautiful and more dreamy now in my memories, and I am sure its beauty has increased with our distance in time. I told him about my plan for post-graduate studies. He thought I was joking. “What about philosophy?”, he asked. I don’t remember what I said, and I don’t…

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book review General Psychology metaphysics philosophy of science Teaching Theoretical Psychology

Video Series on Brian Haig’s (2014) Book

I am making a video series (“study guide”) about Brian Haig‘s Book, Investigating the Psychological World: Scientific Method in the Behavioral Sciences. We are reading the book with my students in the course, Systems & Theories in Psychology. Most of the students in that class are in their final year and are doing a final-year research project. I will be going through the book chapter by chapter, devoting two videos to each chapter. Feel free…

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Academia Teaching


This term, when I am listening to student presentations, I find myself wanting to give feedback more and more on the form and style of presentation. What kind of feedback? Look at your classmates (at least occasionally). Don’t dismiss yourself and your presentation at the outset. Don’t dismiss the possibility that someone might be interested, that someone might be actually listening to you. Be responsive to what you are saying. Highlight what is important with…

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