Harkness discussion. Hallway conversation. Lab theory. At every turn, there are opportunities to learn, but how often is the ability to collect information and reserve an opinion the practice? Too often, the pressure to have and express an opinion overpowers the value of curiosity. This opinion-before-facts mentality causes stress and harm, leading to a loss of meaningful learning experiences inside and outside the classroom.
Sometimes, opinions come from believing a person knows more about a topic than they actually do. Whether admitted or not, most people have an inaccurate perspective regarding how informed they are. The Dunning-Kruger effect is a cognitive bias in which a person’s lack of knowledge on a subject causes them to overestimate their competence. When a performer of the effect acts as if they excel in a particular topic, their listeners feel that what comes easily to the performer comes easily to everyone, leading to less self-confidence in their abilities. In the long term, listeners are prone to experiencing “imposter syndrome,” persistently feeling self-doubt and undeserving of their accomplishments. On the other hand, performers of the Dunning-Kruger effect are more reluctant to learn from intellectuals who are skilled on the topic. Their reluctance makes them likely to promote misinformation to others. The phenomenon occurs everywhere, and naming it when it occurs in our community is crucial in defending our learning environment.
Addressing our own biases can be a challenging feat.
Minimizing the impact of the Dunning-Kruger effect starts with critically examining what the loudest, first-to-speak contributors are saying. Yet addressing our own biases can be a challenging feat to overcome. People form their opinions based on what they know. It’s difficult to silence personal beliefs and listen to what others say. Still, it’s essential to enter the conversations with curiosity in learning environments. That includes leaving defensive tendencies at the door. Rather than looking at a conversation as a win or a loss, think about it as gaining insight from a respected person.
People should acknowledge their incompetencies and seek information from others more involved with the topic if the conversation goes into subjects they know little about. When messing up in a discussion, which everyone does at one point or another, be open to feedback and apply it in the future.
When engaging in difficult conversations, they must remember that opinions are rooted in core beliefs, sometimes not synonymous with truth. Allowing others to question what their belief implies can only lead to two things: either they come out of the conversation feeling better able to defend it, or they notice its weak spots and adapt what they previously understood. Whichever way it goes, they should hold on to peers’ perspectives and consider it the next time they speak on the topic with a new audience.
These types of conversations can get heated quickly. Without intentional care, they can turn into jabs at one’s identity. When students converse on a topic close to home, they should keep humanity at the forefront and value the truth above opinion. They should look at opinions as a snapshot of where one’s mind is at the given moment, as they can change and might even be nonexistent in some areas. Practicing restraint can also derail the buildup of unnecessary tension. Push to ask one more question before making a point. Many people are so often concerned with winning that they forget what the goal of the conversation is: finding bridges with others. Individuals must feel trusted and respected to participate in a meaningful discussion. Foster this relationship by acknowledging their good points and recognizing areas that lack informed knowledge.
Whether having an informal conversation with a friend or participating in a graded discussion, remember that words have an impact. Curiosity is good, and it requires uncertainty. While valuable knowledge comes from academic settings, informal learning is often the place to put humanity first. Be okay with not always having an answer, and recognize that there could be many. Extend grace when a messy or uninformed opinion is shared. Value those who take the time to share a counter-opinion or more facts. Remember that we are at school, so when stepping into this space, be willing to learn.
