Narrowing the Gulf Presentation
Spring 2012
Abstract:
In this session I will argue for the pedagogical use of humor in teaching critical thinking. I will briefly
discuss incongruity theory, a major contemporary philosophical position about humor. I will highlight
the notion of incongruity and its propensity to generate thoughtful reflection. Furthermore, I will
suggest that a humorous approach to critical thinking can benefit both the instructor and students. The
session will close with a discussion of ways to integrate humor into the critical thinking elements of a
course.
I. Thesis: Humor can play a role in critical thinking education and the use of humor in teaching critical
thinking benefits both the instructor and the students.
II. Motivation:
A. Main Motivation: Argument w/ colleagues about learning's being "essentially painful".
1. I see this as an argument against that view.
B. Thinking about Critical Thinking Education as a teacher of critical thinking.
C. Being interested in Humor (president of the Lighthearted Philosophers' Society).
III. Incongruity Theory of Humor
A. Most widely accepted theory of humor today amongst philosophers and psychologists.
B. X is humorous if and only if X involves an incongruity approached with an attitude of
playfulness.
1. Incongruity: A state of affairs or set of ideas that violate our normal schema
of interpretation or perception, or seems to result in absurdity.
a. Incongruity by itself is necessary but not sufficient for "humor".
b. Incongruity alone could lead to horror, confusion, anger, reflection, etc.
i. E.g., SENIOR SKIP DAY OSTRICH
1. elicited shock and disbelief, not humor.
2. Humor requires an attitude of playfulness = "sense of humor".
C. Historical Proponents: Kant, Schopenhauer
D. Contemporary Defenders: John Morreall, Richard C. Richards
1. Morreall and Richards offer strong contemporary versions of this theory.
i. My characterization of Incongruity Theory relies on Richards' work.
E. Theoretical Virtue: Captures much of the range of "comedy", particularly jokes.
1. The very structure of jokes fits this theory (buildup, punchline violates expectations).
F. Objection to Incongruity Theory:
1. Mirrors John Locke's Distinction b/w "primary" and "secondary" qualities.
i. Primary qualities are properties of an object/state of affairs itself.
ii. Secondary qualities are properties supplied by the mind of the
observer.
iii. Berkeley argued that all primary qualities are really secondary ones, which is
to say that primary qualities are not necessary for an explanation of perception.
The incongruity theory is vulnerable to a similar criticism.
2. How so? If there are examples of humor that DO NOT rely on "incongruity", then
incongruities are neither necessary nor sufficient for "humor". Are there examples?
Yep.
i. "Predictable" Humor: When we find something funny because it is congruous,
rather than incongruous, such as the predictable behavior of relatives.
a. E.g., My brother at my aunt's wedding.
b. Could be expression of superiority or some other attitude that gives
rise to humor. So the "sense of humor" seems to be the essential piece.
G. Response: True. Incongruity may not be "the" theory of humor. But that doesn't matter.
1. I am tempted to conclude b/c of my research that the phenomena of humor are
sufficiently diverse that no reductionistic attempt to capture them in one "theory" will
work.
2. That said, the theory "works" in a wide enough range of cases that I will treat it
as "true" for practical purposes, and connects nicely to CT. Incongruities can produce
humor, and that's all I need to make my case.
IV. Incongruities in Critical Thinking: Incongruities can also produce thoughtfulness
A. Familiar/Unfamiliar dichotomy.
B. Learning to reconcile incongruities in world views/expectations.
C. Being confronted with incongruities stimulates REFLECTION.
1. Reflection is the beginning of CT.
i. Gorilla in the closet example?
V. How Can Humor Help CT Teaching?
A. "Playful Attitude" and "Critical Reflection" are second-order mental attitudes about
facts/beliefs
1. No contradiction in saying one can adopt more than one attitude about states
of affairs or propositions. (Not mutually exclusive).
B. How does it help students?
1. Use of humor blurs the work/play distinction in academics
i. I would guess most students think of school as "work" in "the realm of
necessity". Humor generally belongs in the realm of play--in the "realm of
freedom". Use of humor helps trick students into work seeming playful.
a. Helps w/ engagement. "Realm of Freedom".
2. A spoon full of sugar helps the medicine go down.
i. Challenging incongruities in one's world view CAN be frightening
ii. Use of humor can take the "sting" out of confronting one's assumptions.
3. Provide examples to illustrate concepts in a way that it's easier for students to grasp
i. Starting w/ jokes to illustrate a point and then elaborate.
ii. Grasping the principles of CT can sometimes be difficult.
iii. Has byproduct of making the concept more memorable.
C. How does it help teachers?
1. Creates a "positive learning environment".
2. Laughter is a social lubricant--brings people together. Helps form class identity.
3. Work/Play distinction matters here, too.
VI: Ways to Integrate Humor Into CT Instruction
A. Discussion