Critical thinking and the Ukraine invasion

I’m not an IR person, and I know it.

Unfortunately, a lot of the people I follow on social media do think they are now specialists in warfare, diplomacy or the operations of civil nuclear facilities. These people were also once ‘experts’ in epidemiology, Brexit, macroeconomics, US presidential politics, populism, immigration and many other things besides.

I have my doubts.

This is probably also a problem you face as you try to make sense of the world around us: yes, you know some people who do actually really know stuff, but they get buried in a big pile of hot takes, motivated reasoning and even propaganda.

So what to do?

I’m guessing that Ukraine is an easier case for the readership of ALPS blog to handle, since it’s closer to many of our research interests: even if we don’t work on relevant topics ourselves, then we know the people who do and tap into their expertise.

Of course, as the whole Mearsheimer thing has shown in the past week, even very competent people come up with dubious positions, although you at least get lots of material for your next IR theory class.

(For my part, I’ve limited myself to working up the one element I do feel competent to speak on).

However, for your students this might still be at the edge of their knowledge, abilities and confidence, so how can we help them parse the situation?

For me, task number one has be a strong refresher on how to evaluate information (and it’ll be a refresher, because of course you teach this as a matter of course, right?).

That means making sure they understand the importance of verification, of triangulation, of expertise and of all the other things that we have probably internalised over the years. If we running a class that needed to engage with this I’d be asking students to locate good guides to how to do this, then pulling them together into a master document that they can all use for their subsequent research.

For as fluid as case as an active conflict, information is incomplete and often contradictory, so giving students the tools to determine what they know and what it means is essential. The growing OSINT community is a really good starting point for looking at the operational end of things, while the more strategic reasoning requires engagement with those working in a number of different domains, including Russian politics, military doctrine and sanctions.

As we’ve seen in recent years with whatever crisis you care to imagine, there is a huge potential to access properly informed and well-evidenced specialists on any given topic. But that means cutting through the guff and being able to contextualise what we read.

And that’s a great life-skill to be developing in our students, regardless.

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