坐稳AI best teachers expect their students to challenge popular ideas 可能有用的

piapiakuang

Questioners and Challengers

The idea that we ought to help children become more challenging, more willing to stand up to authority, will seem both curious and objectionable to adults who view kids as too rude, and rebellious already.
Part of the disagreement between those who want to see students challenge what they’re told and those who think students are entirely too challenging as it is may be due not to incompatible values but to the ambiguity of words like challenging. I don’t deny that some students are rude and aggressive, and I don’t want more of them to be that way. This is not a brief for obnoxiousness or for mindless if-you-say-yes-then-I’ll-say-no opposition. Rather, I’m arguing for the value of reasoned objections and principled skepticism. Thus, it’s possible to assert, without contradicting oneself, that some students are unpleasant and also that too many students are unwilling to challenge authority.

Even if our only goal were to understand the world more accurately, we would need to maintain a questioning stance. Intellectual progress demands that we refuse to take things at face value, refuse to accept everything we’ve been told, refuse to assume that the conventional wisdom must be right.

Of course, that same questioning stance is demanded not only by a desire to understand but by a desire to act, not only to find out what is true but to do what is right. There are social and political realities that fail to meet even the most elementary standard of moral acceptability. Rather than socializing children to accept things the way they are — accept them as desirable or, just as bad, accept them as inevitable — we need to help children critically analyze the status quo in order to decide which institutions and traditions are worth keeping and which need to be changed. In short, we should help students “talk back to the world.”[10]
Some who would like to see students do just that are inclined to turn, logically enough, to the movement known as Critical Thinking (CT), which was all the rage among educators during the 1980s.[11] Alas, CT proves disappointingly traditional in several respects:
? To respond to ideas and events critically, one must not only think but also feel, care, and do.
? A CT curriculum trains students to master a set of discrete analytical skills; they learn to spot this logical fallacy,

wyzyuki

顶~我觉得这个题目好难……