August 10, 2007 6:00 PM |
Printable versionAs an academic in the field of parapsychology, I have watched with interest the raised eyebrows that greeted this week's reports of university research into paranormal phenomena. At the Koestler Parapsychology Unit, where I work, parapsychology is defined as the scientific study of the capacity attributed to some individuals to interact with their environment by means other than the recognised sensorimotor channels. The neutral term "psi" is used to denote this hypothesised capacity, though no assumption is made as to the mechanisms underlying people's psi experiences.
As yet, most mainstream scientists are not persuaded that there exists replicable evidence of psi phenomena. So, why research and teach a controversial subject such as parapsychology at higher education institutions?
Let's start with research. Polls show that around 50% of the population report some kind of paranormal belief, and of these, around 50% have had what they interpret as a paranormal experience. So these beliefs and experiences are quite common - clearly psychologists and parapsychologists should play a role in trying to understand them. In many cases, normal and well-known psychological mechanisms (such as a need for a sense of control over one's environment, or the misjudgment of the likelihood of a coincidence) may cause people to (mis)interpret an experience as paranormal. On the other hand, there is also the logical possibility that some psi phenomena are genuine. This is a hypothesis that can be put to test under controlled conditions, and that is part of what parapsychologists do.
Now, to teaching parapsychology. It is here that I, personally, see the greatest value for our higher education institutions. Parapsychology is an inherently attractive and interesting subject to students. I have found that, almost without students realising, they learn a huge amount about scientific methodology while studying parapsychology - in particular, how to identify and minimise possible sources of bias, artefact or contamination in a research study; the strengths and weaknesses of tools for examining controversial claims (such as meta-analysis); and strategies for resolving scientific controversy (such as having sceptics and proponents collaborate in designing and conducting studies). In short, it is a great subject for stimulating critical thinking.
Particularly in the UK and on the European continent, there are a number of parapsychology research groups situated within higher education institutions - for example, in the UK, as well as the KPU, we have the Centre for the Study of Anomalous Psychological Processes at the University of Northampton, and the Anomalistic Psychology Research Unit at Goldsmiths College, University of London. Provided the research questions surrounding parapsychological experiences and beliefs are examined and taught in a responsible and careful fashion, I believe students and universities have much to gain from this topic. But please, don't call us "ghostbusters"!
