Here's something strange I've noticed over the years in teaching research writing classes. There have been quite a few times in which students will offer a proposal or a first draft of a project that ignores some pretty obvious counter-arguments or opposing sources, clearly indicating that the student either has been too lazy to look at alternative views or knows of contradictory information and is choosing to ignore it. So, before they turn in their final draft and get a low score for their insufficient research, I'll offer to help. One tactic I've developed is to provide an opportunity to point the student toward new materials. When marking their pre-writing, I might say, "You are missing an important part of this argument. I have several sources and counter-positions I can send you if you are interested in looking at both sides of the topic and strengthening this project. Let me know if you want them." And I do this for any topic and for any student, regardless of my personal feelings about particular issues. Students never know what I truly believe because I offer opposition to everything.
Anyone who cares at all about learning should want such assistance. Particularly those people working in the science fields should want the help, since their entire methodology of study is to actively seek opposing, contradictory, or non-confirming evidence. Anyone who is truly embracing what college should be about should jump at such an offer. So what happens?
Not once has a student ever responded with an email saying, "Thanks, Dr. Spivey! I am very interested in learning more about this topic. I'd be happy to read some materials from the other side. I look forward to seeing what you have." As a consequence, I absolutely destroy their final draft. And when they complain, I simply remind them how I gave them the chance to improve, and they chose ignorance and stubbornness. They don't usually fight me after that.
When we wonder why our country seems so divided, people don't want to listen to each other, and problems don't get solved, this is a main reason. Citizens in general choose to remain oblivious to new information, and our students, those who should be wanting to learn as much as they can about the world, would prefer to cover their eyes and ears and stick to ideologies instead of evidence and critical thinking.
For more on the phenomenon of "active information avoidance," take a listen to this recent edition of the You Are Not So Smart podcast to learn how people choose not to learn when given the opportunity.
Anyone who cares at all about learning should want such assistance. Particularly those people working in the science fields should want the help, since their entire methodology of study is to actively seek opposing, contradictory, or non-confirming evidence. Anyone who is truly embracing what college should be about should jump at such an offer. So what happens?
Not once has a student ever responded with an email saying, "Thanks, Dr. Spivey! I am very interested in learning more about this topic. I'd be happy to read some materials from the other side. I look forward to seeing what you have." As a consequence, I absolutely destroy their final draft. And when they complain, I simply remind them how I gave them the chance to improve, and they chose ignorance and stubbornness. They don't usually fight me after that.
When we wonder why our country seems so divided, people don't want to listen to each other, and problems don't get solved, this is a main reason. Citizens in general choose to remain oblivious to new information, and our students, those who should be wanting to learn as much as they can about the world, would prefer to cover their eyes and ears and stick to ideologies instead of evidence and critical thinking.
For more on the phenomenon of "active information avoidance," take a listen to this recent edition of the You Are Not So Smart podcast to learn how people choose not to learn when given the opportunity.