Tag: knowledge

  • “Legions of idiots”

    Do you know the difference between a liar and a bullshitter? According to the sociologist Eva Illouz in an article published in Haaretz, “a liar lies because he cares about the truth not being known, whereas a bullshitter […] does not care about the truth, because he knows that whatever he says, true or not, will make an impression on the listener.”

    Where does bullshit comes from? In a report commissioned by the Rand Corporation, Truth Decay, Jennifer Kavanagh and Michael Rich mention the role of social media platforms allowing anyone to become a source of information. They conclude that there is an increasing blurred line between opinion and fact.

    Umberto Eco wrote about it in 2015 : “Social media gives legions of idiots the right to speak when they once only spoke at a bar after a glass of wine, without harming the community … but now they have the same right to speak as a Nobel Prize winner. It’s the invasion of the idiots.”

    We increasingly live in a world in which, according to Stephan Lewandowsky in an article about the post-truth era (jointly written with Ullrich Ecker and John Cook), it is not expert knowledge but an opinion market on Twitter that determines what is right and what is wrong.

    These legions of idiots are everywhere. According to the Wellcome Global Monitor 2018, 28% of Americans and 33% of French do not agree that vaccines are safe. In a 2019 Eurobarometer survey, it was found that nearly half of people in Europe believe — incorrectly — that vaccines often cause severe side effects.

    Legions of idiots
    Legions of idiots

    So, who should we trust?

    We already know about the continuing decline in public trust in institutions such as the government and the media. But scientists are also seen as untrustworthy. In an article, Cary Funk wrote  that although many more people reported to the Pew Research Center in 2016 their trust in information from medical scientists, climate scientists and food scientists than information from industry leaders, the news media and elected officials, no more than about half of people hold strongly trusting views of scientists in any of these domains.

    And the same exists in school, where it is more and more difficult to argue about objective facts and topics despite having data and evidence that have been produced in a scientifically proven way. Luana Maroja, Professor of Biology at Williams College, explained in an article the hard time she has in fighting “biological denialism that exists about nearly any observed difference between human groups, including those between males and females. Unfortunately, students push back against these phenomena not by using scientific arguments, but by employing an a priori moral commitment to equality, anti-racism, and anti-sexism.”

    Can we be optimistic about the future of knowledge? Let’s hope that those millions of students around the globe that participate in marches against climate change and trust scientific facts are strong enough to defeat these legions of idiots.

  • How do we learn to love reading?

    Nancie Atwell teaches English as a writing-reading workshop in a rural school she created in Maine (USA). Some years ago she was awarded with the Global Teacher Prize. In her book “The Reading Zone”, she explains her lifetime mission. “The good teachers I know from every grade and subject are in the classroom because they want to influence kids for a lifetime, to make a difference over the long haul, to inspire students to become thoughtful, productive grown-ups.”

    So everything that could constrain teacher’s inspiration and freedom –like the obligation to follow the Common Core curriculum and assess students’ performance with standardized tests – will go against teaching as an inspirational and aspirational profession.

    the reading zone

    Atwell defines reading instruction as a process that “brings knowledge, joy, purpose, skill, personal preference and a sense of community”. This is a powerful definition of reading that makes knowledge only one component of the reading experience. As she puts it: “No child ever grew to become a skilled, passionate, habitual, critical reader via a fat, bland textbook.” Questioning “fat, bland textbooks” is another way of highlighting the importance of the reading experience as both a unique personal experience and, at the same time, one that is shared with peers.

    Atwell understands reading as a personal art and defines the key for learners’ engagement: “every day they engage with literature that enables them to know things, feel things, imagine things, hope for things, become people they never could have dreamed without the transforming power of books, books, books”.

    No such thing as competition to read better and faster; as Atwell puts it: “the passions aroused by stories and characters are the prize”.