Learning to think critically
January 7, five Memphis police officers in a specially trained street crime unit pulled over Tyre Nichols
(29) for allegedly driving recklessly, jerked him out of his car and pushed him down onto the ground where they surrounded him, beat him with their fists and batons, kicked him, and sprayed him with pepper spray while their body cameras and a public camera captured the attack. Tyre Nichols died three days later on January 10, from this brutal attack.
Can anyone watch the video of this vicious attack and not believe it was bad? Yes. Sadly.
At the beginning of every semester I lead my students in a discussion of ethics defined by the author of our textbook as “the branch of philosophy that deals with issues of right and wrong in human affairs.” To stimulate discussion I use an exercise in critical thinking in which I ask a series of pertinent questions.
“Can we agree there are good, bad, right, wrong, or evil in human affairs?” One student answered these things are true in human affairs, but not outside of human affairs. Good answer.
“Does everyone agree with what things are good, bad, right, wrong, or evil?” Everybody answered ‘no' and I followed up with ‘ why?' One student said everyone in the room would probably agree murder was wrong. Another student said some people believe murder is good. Lots of dynamic interaction.
“Do cultures define what is good, bad, right, wrong, or evil?” Sometimes. At this point I'm leading my students to understand that ethics is not an exact science.
“When cultures disagree with other cultures about what is good, bad, right, wrong, or evil, who decides?” Oops! That opened up a can of worms! Students tried to explain how and why some cultures could not agree. Nobody could answer, “who decides?”
“Do individuals just know what is good, bad, right, wrong, or evil?” After students interact a bit, I ask whether they have ever changed their minds.
“When people disagree about what is good, bad, right, wrong, or evil, who decides?” There's that inconvenient question again, which is the point I'm trying to make. Is there an authority that decides?
“Finally, do all people have rights?” This is a little trickier, especially in America. Sadly, students could not remember what America's founding documents said about who or what gives us our rights.
A grand jury indicted the five officers who attacked Tyre Nichols with multiple charges including murder. They were fired from the Memphis Police Department. A judge set bail for the officers, and they are all out on bail awaiting trial.
We will likely learn during the trial how different sides portray actions of the officers. Were their actions and decisions good, bad, right, wrong, or evil? Who decides? A judge and jury will decide in court. Public opinion will likely judge the case with a lot of anecdotes and “what ifs.”
Every semester I try to lead students to think critically, to question claims made by people in authority as well as on bumper stickers. Like many young adults they believe mostly what they've been taught. Too many adults don't know how to think critically to draw rational conclusions. It's easier, i. e. lazier to believe experts or what's popular. Tyre Nichols would be alive today if five officers had learned to think differently.