I won’t always agree with you, and you certainly won’t always agree with me—I wouldn’t expect you to. Indeed, I welcome respectful discourse. As a professor, I expect my students to challenge me. Education, after all, is a two-way street—or, at least, it should be. Sadly, I am finding it less so. On one hand, students are less inclined to question the information they are being delivered. (This is increasingly the case outside of academia, as well.) On the other hand, I am increasingly encountering arrogant academics who believe their worldview is the only way to see thing. If you disagree with them, the refuse to engage in an intellectual discussion.
I was reminded today by a colleague’s actions (not his wisdom) that educators should be more than a mouth. One is not an educator if they have a mouth but no ears. In other words, we should be on the receiving end of knowledge, as well as the delivery end.
I am often reminded of a former student, Addison (now a successful physician), who challenged my instruction on rolling friction. He was taught something different in Physics and questioned what I was instructing. We went back and forth. I was confident that I was correct (I was), but I wasn’t adamant. We discussed it (respectful discourse is the foundation of a liberal education, I later told him), and I promised I would confirm my instruction and promised we would serve humble pie ala mode the following class—and we did. When a student suggest that I just tell them what I wanted them to know, I corrected them that my job was to educate, not just deliver information. I appreciate when students question what I teach. When I cease to do so, my career is over.
I have strong views. My views are based on experience and backed by evidence. It is popular for some to say “I believe the science” but to be selective in what evidence they accept. For these, science is what supports their narrative. The approach is what as referred to in science as “selection bias,” which is not good science. Science is based on hypotheses tests and probabilities—the probability that your observations are due to something other than chance. Hence, the p-value of my views is always p < 0.001 (i.e., I am never 100% certain). So, prove me wrong—if you can.
I experienced a colleague who proposed something to the university faculty that warranted opposition. Rather than allow discussion, he withdrew his proposal. He was clearly not open to the opinions of others. It was disturbing to say the least. It was pure arrogance. There is no room for arrogance in education. There is room, however, for discomfort. My job is to make students a bit uncomfortable (but welcomed) and to be challenged myself. This is what facilitates Intellectual growth.
Be your best today; be better tomorrow.
Carpe momento!