We need to incorporate intellectual humility — what John Dewey called the “scientific attitude” — as a cultural norm. “Merely legal guarantees of the civil liberties of free belief, free expression, free assembly are of little avail,” Dewey noted, “if in daily life freedom of communication, the give and take of ideas, facts, experiences, is choked by mutual suspicion, by abuse, by fear and hatred.”
Dewey knew that democracies can’t function if their citizens don’t have conviction — an apathetic electorate is no electorate at all. But our democracy also can’t function if we don’t seek, at least some of the time, to inhabit a common space where we can listen to each other and trade reasons back and forth. And that’s one reason that teaching our students the value of empathy, of reasons and dialogue, and the value and nature of evidence itself, is crucial — in fact, now more than ever. Encouraging evidential epistemologies helps combat intellectual arrogance.
Overcoming toxic arrogance is not easy, and our present political moment is not making it any easier. But if we want to live in a tolerant society where we are not only open-minded but willing to learn from others, we need to balance humility and conviction. We can start by looking past ourselves — and admitting that we don’t know it all.
Michael Patrick Lynch, “Teaching Humility in an Age of Arrogance”. In The Chronicle Review: http://www.chronicle.com/article/Teaching-Humility-in-an-Age-of/240266?utm_content=bufferd866d&utm_medium=social&utm_source=facebook.com&utm_campaign=buffer