7 Ideas For Learning Through Humility

Humility is an interesting starting point for learning.

In the age of the media, which are digital, social, cut and endlessly recirculated, the challenge is no longer access, but the quality of access – and the reflex to assess uncertainty and “truth”.

Recognition.

Of “knowledge”

There is a tempting and distorted sense of “knowledge” that can lead to a loss of reverence and even the right to “know things”. If nothing else, modern access to technology (in much of the world) replaces the subtlety with the spectacle and processes with access.

The mind, which is properly observant, is also properly humble. In HomeWendell Berry points to humility and restrictions. Standing on anything that is unknown can be or fascinating – or illuminates. How would you change the learning process to start with a tone of humility?

Humility is the nucleus of critical thinking. It says, “I do not know enough to have an informed opinion” or “Let’s learn to reduce insecurity.”

To be aware of your own knowledge and limits of this knowledge? To clarify what can be known and what you can’t? In order to be able to match your understanding with authentic, you need to know – a work that naturally strengthens critical thinking and maintained inquiryS

What does this look like in the classroom

1. Analyze the boundaries of knowledge in an obvious (simply introduction to epistemology).
2. Assess the knowledge in grades (eg certain, likely, possible, unlikely).
3. A concept card what is currently understood as a specific topic and compares it with unanswered questions.
4. Document how knowledge changes over time (personal training logs and historical photos).
5. Show how the perspective of each student shapes their relationship with what they have learned.
6. Knowledge contextualization – place, circumstance, chronology, stakeholders.
7. Demonstrate authentic utility: where and how this knowledge is used outside of school.
8. Show patience to learn as a process and emphasize this process along with the goals.
9. Clearly the value informed uncertainty about the confidence of the quick conclusions.
10. Reward current questions and subsequent investigations more than “completed” answers.
11. Create a unit of “what we thought then we know then” against what shows the reverse we missed.
12. Analyze the causes and effects of “not knowing” in science, history, civil life or everyday decisions.
13. Emphasize the fluid that develops the nature of knowledge.
14. Differentiate unclearness/ambiguity (lack of clarity) of uncertainty/humility (awareness of boundaries).
15. Determine the best scale for applying specific knowledge or skills (individual, local, system).

Research note

Research shows that people who practice intellectual humility are ready to admit what they do not know are more open to learning and less likely to cling to false security.
Source: Learey, Mr, Durbels, Diabbeb, KJ, Davisson, Ek, et al, is old. (2017). Cognitive and interpersonal features of intellectual humilityS Personality and Social Psychology Bulletin, 43(6), 793–813.

Literary stone

Berry, W. (1969). “Native hill” in Long -legged houseS New York: Harr.

This idea may seem abstract and not even in place in increasingly “research-based” and “data-based” training systems. But this is part of its value: it helps students see knowledge not so fixed, but as a process of life they can join help, evidence and humility.