Why do we sometimes misunderstand the signs around us, and how do we behave when we do? Part of my work as a lecturer is teaching students how to engage with those moments when one is 'wrong' or experiences a sense of failure - how to shift them into learning. At the same time, as a lecturer I'm invested in my own rightness. Schulz suggests that moments where we realise we're wrong can revelatory and transformative experiences, and challenges our resistance to them. This struck a chord with me. Moments when a student corrects a silly error of mine or challenges my argument can become opportunities - for open discussion, for student empowerment - and for the lecturer to model positive ways to deal with the experience of 'wrongness'.
Monday, 9 May 2011
Kathryn Schulz: On being wrong
Kathryn Schulz: On being wrong | Video on TED.com
Why do we sometimes misunderstand the signs around us, and how do we behave when we do? Part of my work as a lecturer is teaching students how to engage with those moments when one is 'wrong' or experiences a sense of failure - how to shift them into learning. At the same time, as a lecturer I'm invested in my own rightness. Schulz suggests that moments where we realise we're wrong can revelatory and transformative experiences, and challenges our resistance to them. This struck a chord with me. Moments when a student corrects a silly error of mine or challenges my argument can become opportunities - for open discussion, for student empowerment - and for the lecturer to model positive ways to deal with the experience of 'wrongness'.
Why do we sometimes misunderstand the signs around us, and how do we behave when we do? Part of my work as a lecturer is teaching students how to engage with those moments when one is 'wrong' or experiences a sense of failure - how to shift them into learning. At the same time, as a lecturer I'm invested in my own rightness. Schulz suggests that moments where we realise we're wrong can revelatory and transformative experiences, and challenges our resistance to them. This struck a chord with me. Moments when a student corrects a silly error of mine or challenges my argument can become opportunities - for open discussion, for student empowerment - and for the lecturer to model positive ways to deal with the experience of 'wrongness'.
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