Abstract
Fostering a scientific mindset and enhancing critical thinking abilities stands as the fundamental aim of education. If educators overlook engrained stereotypes and superstitions within students, the cultivation of progressive and unbiased thinking becomes challenging. Put differently, the pursuit of knowledge risks futility without a foundation of objective thought and action, while socially and emotionally being connected to the world. This essay recounts an episode from an English for Specific Purposes (ESP) class at an engineering institution in India, weaving together a discussion on superstitions and how it prompted learners to reassess their own irrational beliefs. It documents the positive transformation in classroom dynamics and the cultivation of critical thinking by employing topics relevant to students’ transportable identities, facilitated by Socratic questioning techniques.
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