The Skeptics Society & Skeptic magazine

This presentation introduces students to three schools of thought in the “Historical Jesus Debate”: (1) Christ-Myth Theory (Mythicists); (2) Criteria of Double Dissimilarity (Historicists); and (3) Christian Apologetics. The Gospel and Pauline accounts of Jesus are compared and contrasted, and the theory of Jesus as a character-type based on precursor dying-and-rising gods is addressed. The presentation concludes by examining implications of the Historical Jesus Debate.

This presentation introduces the “Critical Perspectives” segment of the course. Basic standards for objectively evaluating evidence are discussed, before introducing the Baylor Four-God typology based on US regional differences. The work of Karen Armstrong is used to discuss how concepts of God evolved into patriarchal monotheisms, marginalizing female divinities. Dan Dennett’s concept of “Belief in Belief” is introduced before addressing Richard Carrier’s four proofs justifying why he is not a Christian. The presentation concludes with the Epicurean refutation of God…

This presentation demonstrates the pervasiveness of the apocalyptic worldview in contemporary popular narratives and political discourse. The psychological underpinnings of apocalyptic thinking are examined drawing on the work of literary theorist Kenneth Burke. The presentation ends by examining the political implications of adopting an apocalyptic worldview.

This presentation provides contemporary historical background on Atheism as a social movement. A brief synopsis of the life of Madalyn Murray O’Hair and her American Atheists organization, representing “Old Atheism,” is followed by an overview of the New Atheist movement, from the publication of Sam Harris’ The End of Faith to present.

This presentation introduces the rhetorical/cultural approach to studying Atheism. Two rationales for the course are provided: (1) Aligns with the critical thinking and truth seeking mission of the University; and (2) Provides students with an opportunity for personal understanding and clarifying values.

This presentation examines four interrelated topics: (1) The Secularization Thesis; (2) Religious decline in the United Kingdom; (3) The American anomaly (why the United States is anomalously religious compared to other western countries); and (4) Religious decline in the US.

This presentation begins by correlating high levels of religious belief with high levels of scientific illiteracy in the United States. Based largely on J. Anderson Thomson’s book, Why We Believe in Gods, this presentation looks at the ways in which religious belief piggybacks on cognitive functions evolved for satisfying other purposes (social cognition) using examples from Thomson’s book.

This presentation begins by addressing mainstream misperceptions and fears regarding Evolution. Eugenie C. Scott’s “Three Pillars” of criticism leveled at the scientific theory of evolution are discussed. The landmark Dover ruling is examined before we experience more adventures with the Texas School Board. The presentation concludes with a brief film on the 1925 Scopes Trial from the PBS documentary God in America.

The fundamental learning objectives of this course are threefold: 1) to empower students to be trustful of reason and to give them hope that they can make better communities and live better lives, 2) to demonstrate that there are better and worse ways of reasoning morally, and that the process one uses to make moral decisions can either contribute to, or alleviate, real life suffering and misery, 3) to teach student not to withhold moral judgment, but how to make…

In this semester, students will learn the basic intellectual “tool kit” of the scientific enterprise. They will discuss how Science differs from other fields of human endeavor, with a particular emphasis on distinguishing scientific ideas from pseudoscientific thinking. Students will also discuss the influence of our understanding (and often misunderstanding) of Science upon contemporary society. In this course we examine real cases of Science gone bad, and the effect (good and bad) of popular portrayals of Science and scientists has…

This course is a systematic examination and analysis of atheism. It is primarily focused upon understanding contemporary secular arguments regarding religion and faith-based belief systems. It is secondarily focused upon exploring what secularism means for metaphysics, epistemology, morality, politics, aesthetics, etc.

The course aims to elucidate the nature of the three terms in the title and, through the lectures and the seminars, to enable the students to evaluate paranormal claims in skeptical terms. Both the seminars and the take-home exam encourage students to apply skeptical concepts to the paranormal, and to arrive at their own conclusions. The multiple choice examination encourages broad comprehension of key concepts.

The purpose of this course is to introduce students to the methods of science, and especially its foundational philosophy of scientific skepticism. Students will learn the techniques for detecting pseudoscience; to examine pseudoscientific claims with skeptical thought; and to explore the limits and biases of personal experience.

An examination of basic issues in philosophy of science through an analysis of creation “science,” faith healing, UFO abduction stories, and other pseudoscience. Some of the questions addressed: What distinguishes science from pseudoscience? Why does evidence matter? Must we invoke the supernatural to explain certain aspects of reality?

This class is designed to improve reasoning and critical thinking skills. The focus is on practical/applied methods of reasoning. Students will learn to use tools to think clearly and critically about a wide range of questions and issues.

This course will provide students with an understanding of the scientific method sufficient to detect pseudoscience in its many guises: paranormal phenomena, free-energy devices, alternative medicine, intelligent design creationism, and many others. Students will learn to think critically and to question outlandish claims, hype, and outright BS. Students’ writing will improve and they will be able to distinguish credible sources of information from nonsense; students will become intelligent consumers of information. Students should expect to do a lot of reading,…

This is one of the assignments in my course, syllabus found here. Students must review the materials (downloadable below) I provide that describe the wonders of homeopathic medicine. Their job is to analyze the materials critically and find the (myriad) flaws.

This PowerPoint presentation emphasizes the need to counteract false stereotypes about atheists and provides reasons why atheists and liberal religious persons should work together for the common-good. It contains demographics of religion and unbelief in America and encourages religious persons to reevaluate how they understand atheism. This PowerPoint was used for an in-class presentation (in […]

This course exposes students to ongoing biological research. Published articles from scientific magazines and peer-reviewed journals will be thoroughly analyzed and discussed. As part of the course, students will be invited to watch selected episodes of Penn & Teller’s Showtime TV series “Bullshit,” which exposes and debunks pseudoscientific claims and paranormal phenomena.

This is a student-made, created for Dr. Michael Shermer’s course, “Skepticism 101: How to Think Like a Scientist (Without Being a Geek)” at Chapman University during the fall 2011 semester. This video serves to educate the audience on how to become the best psychic in the world.