Abstract
PurposeThe development and application of critical thinking skills are an important component of success at University. Such skills permit students to evaluate the strengths and weaknesses of evidence, argument and theory. However research suggests that many students believe in paranormal phenomena (e.g. telekinesis). Such beliefs defy the basic principles of science and do not stand up to critical scrutiny. The paper aims to discuss these issues.Design/methodology/approachThis study aimed to investigate paranormal beliefs within a student population: differences among gender, academic discipline and academic performance were explored.FindingsFindings indicated that females expressed higher levels of paranormal belief than males, “hard” science students (e.g. Biology) and “soft” science students (e.g. Sociology) expressed lower levels of belief than arts students, and a significant negative correlation indicated that high achievers were less likely to endorse paranormal beliefs.Originality/valueIn light of these results the authors suggest that paranormal phenomena may be a useful tool for teaching critical thinking skills at university.
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