3¢Sc INNOVATION ABSTRACTS i8::" ZS ns CAN Published by the National institute for Staff and Organizational Development With support from the W/. K. Kellogg Foundation and Sid W. Richardson Foundation Ss A, ESP IN THE CLASSROOM Most of us remember the story about the mule trainer: A farmer brings his balky mule to the trainer, expressing the hope that no brutality will be used. Reassuring the farmer that his methods are humane, the trainer takes a 2-by-4 and whomps the mule right between the eyes. Sputtering with rage, the farmer shouts, "I thought you said your training was humane." "It is," replies the trainer, "but first you have to get their attention." This homely lesson has some relevancy for psychology instructors. We cannot assume that our students’ attention is automatically ours. They are young adults for whom television, with all its hype and drama, has not only been a source of entertainment, but also their primary way of obtaining information about the world. A good psychological "2-by-4" may be just what is needed to engage their attention and provide the motivation for critical evaluation. Uncritical thinking is easier and provides attractive short-term thrills, as indicated by many students’ fascination with the occult and the paranormal. Attempts to disprove even the most preposterous of their beliefs may meet obstinate resistance—they may easily interpret our efforts as a personal attack. These are their beliefs. Many years ago an entertainer gave a "demonstration of ESP" at my college. Realizing 1 was a skeptic, my students deluged me with the entertainer’s "proofs." Since then, I have begun each semester with my own "demonstration." What is really being demonstrated, of course, is the need for critical thinking skills. One word of caution: If you use these techniques, do not first poll the students to determine the degree of their belief in ESP. Most of them will believe; and if you then proceed to dramatically debunk ESP, you risk humiliating—and alienating—your audience. And it is vital that you debrief the class at the end of the demon- stration and let them know how it was done. It proves how easily anyone can be fooled and puts you on their side in a cooperative quest for truth. The Demonstrations The following three exercises are simple, effective, and virtually foolproof. Props are minimal, and no fancy sleight of hand is necessary. For the first demonstration you will need a telephone directory, a notepad, and two medium-sized paper clamps. Pick a name from the directory—one which is easy to remember in order to make your patter smoother—and note its page number, column number, and number of names down from the top of the column. Write these last three items on each of three notepad pages, fold each paper separately and identically, clamp them together, and place them in your pocket. If you have not memorized the chosen name, address, and phone number, prepare a crib sheet and place it on your lectern, out of the students’ sight, but within your view. Give each of three volunteers a blank notepad sheet. Look through the directory and write on the blackboard the number of white pages (e.g., 14-346), the number of columns per page (e.g., 4), and the approximate number of names per column (e.g., 100). Ask the students to write their choices of three numbers: from 14 to 346, from 1 to 4, and from 1 to 100. Have them fold the papers exactly as you folded yours and place them in the other clamp. Put them in your pocket. Ask for two more volunteers who feel they have the "capacity to send mental images." Give one of them the phone book and take your clamp from your pocket. Ask the other student to pick one of the papers from the clamp and begin to "divine" its numbers. As you painfully extract each number from the mental airways, ask the directory holder to turn to the page, the column, and the number down, and "send" the information to you. Gradually "extract" the name, address, and phone number from the volunteer's mind.