THE TEACHING FOR UNDERSTANDING FRAMEWORK (TfU)
AND THE SHERLOCK HOLMES INVESTIGATIVE MODEL (SHIM) FOR
TEACHING UNDERGRADUATE ARTS ECONOMICS STUDENTS:
A PEDAGOGICAL CASE
Daniel Blackshields, BComm, MBS (Business Economics), PGDTLHE
Department of Economics, University College Cork,
Cork, Republic of Ireland
d.blackshields@ucc.ie
A Presentation for
International Developments in Economic Education
9th-10th September, 2009
It has always been my habit to hide none of my methods either from
my friend Watson or from anyone who might take an Intelligent
interest in them’
Sherlock Holmes in The Reigate Puzzle
Work in progress for the award of Masters in Teaching and Learning in Higher Education
Research partially funded by the National Academy for the Integration of Teaching and Research and Learning (NAIRTL)
Spearman suddenly got up
from the bed and began to
pace. He was usually a
jovial man but his mind was
troubled. Since arriving at
Cinnamon Bay with his
wife, on what was to be a
happy holiday, there had
been two murders and a
drowning. Could all these
unlikely incidents be
unrelated?”
http://cache4.asset-cache.net/xc/10092486.jpg?v=1&c=NewsMaker&k=2&d=D0EB3BFB2D4A715711B59FC82B9898F6EC7C5022FB410D56
‘Spearman’ is Dr Henry Spearman
- fictional Professor of Economics
and amateur sleuth
If he lived Dr. Spearman would look like
Milton Friedman
http://mfi.uchicago.edu/i/friedman.jpg
Quote on previous slide (pp 135-6).
Spearman discovers who done it by
rigorous application of a very simple
economic proposition, coupled with acute
observation. The essence of the plot is that
there is a mystery—someone is behaving in
a way that is not transparent, but we do not
know who it is. When Spearman sees
someone behaving in a way that seems to
be irrational, not the apparent least-cost way
of achieving his apparent objective, he
knows there is a mystery about that person.
That person has some objective or some
costs that are not apparent. If Spearman
has sufficient observations of apparently
irrational behavior, he can deduce what that
person is up to.
Hebert Stein, 1993, (p. viii)
The Statement of the Case
“ I can see nothing, “ said I, handing it back to my friend.“On the
contrary, Watson, you can see everything. You fail, however, to
reason from what you see.”
(Sherlock Holmes to Dr Watson in The Adventure of the Blue Carbuncle)
There is only one difference between a bad economist
and a good one: the bad economist confines himself to the
visible effect: the good economist takes into account
both the effect
that can be seen and those
effects that must be foreseen
Frederic Bastiat (economist)
A goal of economic education is to teach students
to reason effectively using economic knowledge in
their public and private lives
(Van Sickle, 1992).
http://neatorama.cachefly.net/images/2008
-01/sherlock-holmes-thomas-watson.jpg
‘if you can’t actually take an idea outside the classroom
and use it, you don’t really get it. But once you use it on
your own, its yours forever.’ (Frank, 2007, p. 11).
However:
(INTRODUCTORY PERFORMANCE) Student Reflections:
‘…Our
focus was far to narrow, we came up with our initial ideas and
solutions and stuck to them. We only focused on these ideas not considering
other possible concepts or solutions. We didn't consider any other
factors effecting Robin. We didn't question our ideas we simply elaborated
on what we had already come up with.’
(MBS (Business Economics) Student)
When I originally analysed Robin Hood’s business I
was not aware
of any specific procedure to carry out. I simply ‘dived in at
the deep-end’, as so to speak…’
Undergraduate BA Economics Student
‘…I realise that in my initial approach to the Robin Hood assignment I
failed to
combine my observations, insights and conclusions in a logical
progression and tended to convey my points in a sporadic nature.’
Undergraduate BA Economics Student
A NOVICE-LED CONVERSATION
IN QUEST OF A SOLUTION – SCAFFOLDING FOR THE LEARNER
“By George!” cried the inspector. “How ever did you see that?” “Because I looked for it.”
Inspector Martin to Holmes in The Adventure of the Dancing Men
TEACHING FOR UNDERSTANDING (TfU)
http://www.pz.harvard.edu/index.cfm
Understanding is ‘…a matter of being able to
do a variety of thought-provoking things with
a topic such as explaining, finding evidence
and examples, generalising, applying,
analogising and representing a topic
in a new way.’
(Perkins in Blythe et al, 1998, p. 12).
Introductory Performance
Guided Performance
http://i144.photobucket.com/albums/r185/monsterman_bucket/
SHERLOCK_HOLMES_-_07.jpg
Culminating Performance
Through these performances students ‘reshape, expand on extrapolate from, and apply
what they already know. Such performances challenge students’ misconceptions,
stereotypes and tendencies towards rigid thinking’ (ibid, . 62)
Playing the Sleuth in Economic Investigations
(GUIDED PERFORMANCE)
[Economic] research is ‘stripping a layer or two from the surface of modern life and seeing
what it happening underneath’ … ‘the modern world, despite a surfeit of obfuscation,
complication and downright deceit is not impenetrable, is not unknowable…’ (Freakonomics p. xi)
* Is a good entry point – C.S.I. Franchise/ Lie to Me/Criminal Minds
* Is a good supplement to other examples of the ‘narrative turn’ in
Economics Education:
- Freakonomics
- The Economic Naturalist
- The Undercover Economist
THE POSSIBLITY OF POSITIVE TRANSFER DURING LEARNING
* Strong links between Economics and the Classical Detective Genre
* A detective story is a ‘universe of
clues’
There is a gradual development & reformulation as the story is unveiled
What is seen as relevant turns out to not be and what was deemed
irrelevant turns out to be of crucial importance
As with readers of detective fiction problem-solvers cannot be passive
as ‘it is necessary to choose an interpretative approach which
foregrounds certain features of reality to the detriment of others’
(Scaggs, 2005, p. 34).
Such stories therefore have a potency as an aid in training a
problem-solving mentality in that problems particularly,
ill-structured problems, require the problem solver to
work through information to find relevant patterns and
avoid ‘dead-ends’.
THE READER AS A COMPANION ON A JOURNEY – A WRITERLY TEXT
Guided Performances
Why Sherlock Holmes Investigative Model (SHIM)?
First consulting detective
First ‘scientific-based’ investigator
Deals with reasoning under
uncertainty in a context
Holmes’ entire investigative process
is public
http://sherlock-holmes-museum.visit-london-england.com/the-sherlock-holmes
-museum-1.jpg
The Holmesian cycle offers us for the first time the
spectacle of a hero triumphing again and again
by means of logic and scientific method’
(Nordon, 1967, p. 247, cited in Truzzi, 1983, p. 57).
FOCUS ON THE RATIOCINATIONS OF DR SPEARMAN
Dr Spearman explains the ‘hidden logic in
Ms. Doakes’ pricing policy for her cooking books
Doakes: ‘Why Dr Spearman, I’ve never even thought why my last cookbook was
priced at $14. To me that just seemed like a fair price.’
Spearman: ‘But weren’t you trying to maximise the income from your book?’
…what if your price had been $16?’
Doakes: ‘That’s too high. People aren’t accustomed to paying that much for
a cookbook. I doubt if I could sell many at that price.’
Spearman: ‘Why don’t you lower your price to $12 then?’
Doakes: ‘…you must know how expensive it is to publish a book these days...’
Spearman: ‘..at $12 the price would be below cost and you could not afford to
supply the books that people want at that price. At $16 you could not
sell the books you would be willing to supply…I would say that you are
a better businesswoman than you imagine or let on. You may think $14
to be a fair price, but I would add that it is also the most profitable price.’
(pp, 32-3)
Dr. Spearman exhibits the classic qualities of the classical detective
He observes, he infers and he concludes. He collects
available data and sets stratagems in motion to collect
as yet unseen data.
Throughout the ‘Spearman mysteries’ an economic principle (in this case:
the profit-maximising’ principle) is unobtrusively introduced and reappears
throughout the books in totally different contexts key in the solution to a
‘crime mystery’
Spearman adopts the classic Sherlock Holmes Investigative Strategy (SHIM)
The illustration of declarative knowledge within these mysteries and
riddles solved in Freakonomics and the Economic Naturalist are
complimented by a use of the Sherlock Holmes canon to explore metacognitive
Knowledge needed for ‘problem-solving’
SHIM is a Metacognitive scaffold supporting the underlying processes of
individual learning management
Holmes’ investigative strategy has been called an abductive reasoning strategy.
This is a form of critical thinking where the key tenets are a) pattern-recognition
and b) plausible reasoning.
→
Result (observed fact)
There was
bleeding
↓
Abductive process commences
Rule
→
All serious knife wounds
result in bleeding
↓
Case (result of abducting)
Hypothesis
→
This bleeding was caused by a serious knife wound
A CLASSIC ILL-STRUCTURED PROBLEM
What qualities enable the development of an intelligent hypothesis by problemsolvers.
A MASTERY OF OBSERVATION
“[t]here is nothing more deceptive than an
obvious fact.”
Holmes in The Boscombe Valley Mystery
A MASTERY OF KNOWLEDGE
‘One’s ideas must be as broad as nature if they
are to interpret nature.’
Holmes in A Study in Scarlet
A MASTERY OF INFERENCE DEVELOPMENT
“ ... I never guess. It is a shocking habit – destructive to the
logical faculty. What seems strange to you is only because you do
not follow my train of thought or observe the small facts upon
which large inferences may depend.”
Holmes in The Sign of Four
FOCUS ON THE RATIOCINATIONS OF SHERLOCK HOLMES
The Curious Incident of the Dog at Night-time
“Is there any other point to which you would wish to draw
my attention?”
“To the curious incident of the dog in the night-time.”
“The dog did nothing in the night-time.”
“That was the curious incident,” remarked Sherlock Holmes
The Adventure of the Silver Blaze.
HOLMES’ USE OF STRATEGICALLY ORGANISED QUESTIONS
‘the denouement of almost every successful story or novel in the Sherlock Holmes tradition can be
paraphrased in the form of real or imaginary questions Holmes addresses to himself (or to the reader).
In some cases, the great detective has to carry out an observation or even an experiment to answer the
question. More frequently all he has to do is to perform an anamnesis and recall certain items of information
which he had been given…’ (Hintikka 1983, p 159).
Result (observed fact)
→
The watchdog did not bark as the horse
was being stolen
↓
Abductive process commences
Strategically organised questions
Q) Was there a watchdog in the stables when the horse disappeared?
→ Yes ↓
Q) Did the dog bark when the horse was stolen?
→ No ↓
Q) Who is it that a trained watchdog does not bark at in the middle of the night?
→ His owner,
the stablemaster ↓
Rule
→
Watchdogs will not bark at their owners
→
It was the stablemaster that stole the Silver Blaze
↓
Case (result of abducting)
Hypothesis
FOCUS ON THE RATIOCINATIONS OF DR SPEARMAN
Why LeMans didn’t kill Justice Foote
→
Result (observed fact)
Justice Foote was
killed on a Saturday
afternoon
↓
Abductive process commences
(Pp 166-7)
Strategically organised questions
Q) When was LeMan’s musical services most valuable?
Q) When was Justice Foote killed?
Q) Where was Justice Foote killed?
→
Rule
→ Saturday afternoon ↓
→ Saturday afternoon ↓
→ On his daily
jog ↓
A rational person tries to achieve a given objective
at lowest cost (THE OPPORTUNITY COST PRINCIPLE)
- LeMans could have killed Justice Foote on any day on his daily jog
- LeMans would lose the most income by killing Justice Foote on Saturday afternoon
- This would be irrational on LeMans part ↓
Case (result of abducting)
Hypothesis
→
LeMans did not kill Justice Foote
The key to Holmes reasoning is the ability to decide the
relevant from the
irrelevant information. “It is of the highest importance in the art of detection to be able
to recognise out of a number of facts which are incidental and which are vital.”
The Reigate Puzzle
The style of Holmes’ hypotheses is that they:
1) obey an imperative of simplicity and plausibility
according to logical and empirical criteria
2) obeys a complementary ban – “never guess!”
Example: The Adventure of the Six Napoleons http://www.youtube.com/watch?v=R7jPVSTEao4
Dr. Watson’s hypothesis is imaginative but only imaginative
in its explanation of a unique detail. It ignores the context of the
‘facts’
6.37
It is a poor hypothesis as it is too imaginative as the hypothesis has been
developed without reference to the context
It also lacks imagination in that it is ‘too “contiguous” to the circumstantial evidence
Never trust to general impressions, my boy, but concentrate yourself upon
details. Holmes in A Case of Identity
FOCUS ON THE RATIOCINATIONS OF DR SPEARMAN
The value of an event depends on the lighthouse which lights it. It is the hypothesis which allows us to notice a
dissimulated element of the setting….Because the meaning of the already visible data depends upon their
relationship with the still invisible data, which can be discovered only through hypothesis…’
(Caprettini 1983, p. 145)
On the guilt of Prof Dyke for the murder of Justice Foote
Observation: Professor Dyke had done something ‘odd’ (irrational) on the
Night of the murder
- He violated the law of demand (everyone buys more at a lower price)
- On every occasion except on the night of the murder
he had availed of the ‘cocktail hour’
- Yet when the price was zero (night of the murder) he drank less
Hypothesis: something had disrupted his normal pattern of life
- the only apparent change in the environment was the murder
Hypothesis: Prof. Dyke was the murderer
(pp.171-3, 178-84)
However:
“circumstantial evidence is a very tricky thing” Holmes
“ it [circumstantial evidence] may seem to point very straight to one thing but if you shift
your own point of view a little, you may find it pointing in an equally uncompromising
manner to something entirely different.”
(Holmes in The Boscombe Valley Mystery)
FOCUS ON THE RATIOCINATIONS OF DR SPEARMAN
Dr. Spearman reassesses his own hypothesis that Prof. Dyke is guilty
‘But that was the day before. Since then I have received new information
Which causes me to doubt the hypothesis that Dyke is the murderer.’
Why?
New information: A report in the New York Times that nutmeg might be poisonous.
- Prof Dyke reads the Times religiously
- His favourite drink contains nutmeg
New hypothesis: He reduced his drink intake because he read this report.
“One should always look for a possible alternative and provide against it. It is the first rule of criminal investigation.”
(Black Peter).
FOCUS ON THE RATIOCINATIONS OF PROF. LEVITT
One could use the same model to appreciate Levitt’s assessment
of the hypothesis that crime in the U.S. declined in the 1990s
due to:
i) An improving economy
ii) Tougher criminal laws/procedures
iii) More police
Levitt reassesses each ‘hypothesis’ and instead sets forth
a hypothesis that the decline in crime rates in the 1990s
was due to the Roe vs Wade decision in 1973
‘See the value of imagination’, said Holmes, it is the one
quality which [inspector] Gregory lacks.’
The Silver Blaze
‘You did not know where to look, and so you missed
all that was important’
A Case of Identity
(pp. 1-4. 105-33)
Culminating Performances of Understanding
‘You know my method…’
2) Two Different Holmes’ Cases:
Holmes, The Boscombe
Valley Mystery
Students use SHIM
The Adventure of the Three Students
Arthur Conan Doyle story
The Plot:
An important Greek examination paper [for the College of
St. Lukes) with valuable rewards is impending. The question
papers left confidently lying behind locked doors, have been
disturbed: the simple question is, by which of the three
candidates most likely to have gained access to them
– the poor but athletic son of a ruined father; the brilliant but
dissipated idler; or the inscrutable Indian,
weak in Greek?
(Harwick and Harwick 1999, p. 110).
The Government’s Response to the Housing Crisis
Daniel Blackshields story
It had been raining now for 3 days and the detection business
was slow. In order to reduce boredom, Holmes had purchased a
Principles of Economics book. “Fascinating subject my Dear
Watson, almost as interesting and complex as solving crime.”
Just then there was a loud knock on the door, without waiting
for a response, a tall well- dressed man burst in. “Ah, Chancellor
Butler come in.” “Thank you Holmes, apologies for the dramatic
entrance but we are at our wits end in Number 10. The Prime
Minister himself has sent me.” What I am about to say must
be kept within these walls, we are in a state of crisis!” “This
housing business, I assume.” Holmes motioned. The Chancellor
had a look of amazement “How the devil did you know this!”
Holmes smiled; “What else would bring the second highest
government official in the land out on such a wet day in the
middle of a major cabinet meeting” Holmes responded holding
aloft his copy of the London Times which had a report of a major
cabinet meeting on the housing industry. “Ah, I see, yes gentlemen,
this business is serious, the PM feels that unless we can solve it in
some way, we may very well lose the next election! We know that
Economics is not your field Holmes, but we feel that your legendary
skills of investigation might be able to point us in the direction of a
possible solution.” Intrigued Holmes replies; “Tell me everything, let
no detail escape you, I have been intrigued by the science of Economics
lately and would very much like to practice my skills. Do go on.”
Blackshields, 2007).
Reflections of the students
1) Importance of edutainment approach
‘Watching the detective Sherlock Holmes and studying him was for me the most successful part of
the course….. When we were shown the videos on him I found it easier to understand the process that a critical
thinker goes through. I find it easier to understand something when it is simplified or acted out so the video
really helped. ‘
(FBAS5, my emphasis)
‘Using the case study of Sherlock Holmes, watching the DVD and filling in the question booklet made me
put what I learned into practice. By watching the DVD and filling in the answer book I felt more
confident doing assignment 2. I felt more confident because I had already put my new found skills into
action with the DVD. Both the DVD and the assignment helped my problem solving process hugely and
I have become more structured not only in my work but also in my thinking.’
(FBAM1, my emphasis)
‘The most successful aspect of the course for me has been the time spent on ‘Sherlock Holmes, scientific
exploration and the economic consultant’. This section concentrated on problem-solving which I found the
most beneficial. It allowed me to understand my way of thinking and way of solving problems, through the
explanation of concepts and through the use of videos, which allowed me to see the concepts in action.
(FBAS3, my emphasis)
‘Again for me the most successful piece of the course was the Sherlock Holmes investigative segment.
It was great to see the whole web of knowledge in action and being used to solve problems’
(MBAJ8, my emphasis)
2) Developing metacognitive skills and confidence
‘I have begun to notice how more and how I am thinking about how I think. I find myself experiencing
meta-cognitive thinking, whereas previously I would have just gone ahead with what first popped into
my head whereas now I think about how I go about finding a solution of gaining the correct
information. I also have come to terms with the fact that as of late I find myself questioning solutions
to everyday problems and also have began to look at the likes of films and music with an economic
mind, which I would have never previously done.’
(FBAJ1, my emphasis)
‘I noticed in the last number of weeks, that I’m beginning to ask more questions. Particularly when I
read the newspapers or watch television of just listening to friends boost about events and stories that
“actually” happened. I’ve noticed I’ve become more curious. If that “actually happened”, how do you
know? Show me the evidence? ‘
(FBAS8, my emphasis)
‘Firstly I must say that my economics has improved entirely on the confidence factor. This is so as I now
know I have the knowledge and proper elements to approach a problem and I am self-assured that what
I depict from the piece or article as an important element in solving the problem is correct.’
(FBAS4, my emphasis)
3) Awareness of the importance of problem construction
‘I think I will most likely take this ability [solving problems] from this workshop because this I always
presumed my perception of what the problem was, was always correct. However, I now know that in
future I must not assume my perception is correct and that I must do further research to be sure,
because without research I may not be solving the actual problem at all and wont be able to find a solution.’
(FBAS2, my emphasis)
‘In my opinion the most important part of the scientific problem solving process is the detectives’ ability
to analyse the source of the problem.’
(MBAS2, my emphasis)
‘I believe that the most important part of the problem solving process is ascertaining ones initial
research questions. When these initial questions are set out, one can go about researching the
required information and the background knowledge required to solve the problem in hand.’
(MBAJ11, my emphasis)
‘I think that the most important part of the scientific problem-solving process is the research you do
in finding all the relevant information. .. As Sherlock Holmes shows in assignment 2 sometimes
it is best to just listen. By not being quick to judge or form an opinion, one has the luxury of having
the best opinion on what to do as they will be the best informed with the knowledge of many. I think
that the key to problem-solving is to not let any detail go unnoticed as if you do it could be to
your demise. ‘
(MBAS6, my emphasis)
4) The Performance Perspective
‘It gave us a great chance to stretch our imaginations because we had to apply what we knew about
economics with a case that we had no solution for to begin with.’ ‘Its like being an actor who has also learned
how to dance, as a simple example. This workshop in particular developed another part of my brain. It helped
to teach me to take the knowledge I have learned in economics and apply it to something of use, a real world
situation. It’s much more useful to apply knowledge like this than to list off random economic facts
to my parents to prove that I belong in college!’
(MBAJ4, my emphasis)
‘Overall I must thank this assignment for the mass improvement I have made in solving problems.’
(FBAS4, my emphasis
‘I feel as though the assignment work was the most successful aspect of this course for me as it was
the most effective way to get me to put my thinking skills into practice. ….’
(FBAM3, my emphasis)
‘…the most successful part of the course for me was the Sherlock Holmes case, this was my real
first taste of using economics in a real (although completely fictional) scenario and I loved it. ‘
(MBAJ12, my emphasis)
‘I think that the most effective part of the course for me was the second assignment….
This allowed me to really use my met[h]sic acognitive thinking when taking
economics from the Leaving cert, to first year and also second year to issue some
recommendation to the chancellor. I loved every minute of this assignment
as it allowed me to go out and express myself through the economics that
I believe in. ‘
(MBAS5, my emphasis)
The Adventure continues….
Need more evidence of
the impact (if any) of this approach
To the retention of ‘knowledge’
•To be developed this year as a thesis
for the award of Masters in Teaching
and Learning in Higher Education
Come, Watson, come! …
’The game is [still] afoot.’”
THANK YOU
A paper where this material is discussed in more depth is available from the author. Please email d.blackshields@ucc.ie