Students, by definition, co
But it is not that simple.
Mark Twain supposedly said, “What gets us into trouble is not what we don't know. It's what we know for sure that just ain't so.” Misinformation and misunderstanding often stand in the way of discovering the truth. Pre-existing wrong beliefs can, in fact, create insurmountable barriers. How do you convince so
Changing a mind is not easy. The temptation, when I hear a student tell
Usually, ideas are not isolated things: they are part of a complex web of thought forming the outlook and bedrock of the student’s ideas about the world. If you challenge even one critical thread, the student hears not a gentle correction or a contradiction to a single state
So how can you change a person’s mind without destroying it?
First, begin with what your student already knows and believes. Start in a familiar place, with familiar ideas. Then start showing him things—so
If you manage to do it carefully enough, the student will not feel attacked. Instead, he will experience cognitive dissonance: that is, he’ll notice the contradiction between the two things he claims to believe and he will have no choice but to alter what he believes in order to resolve the contradiction he now confronts. Cognitive dissonance is painful and students will move quickly to eliminate them. The result will be that the student will wind up explaining to you that which you want him to know that is new—and contradicts what he thought he believed.
For instance, I had a student once who believed the moon landings were a hoax. I asked him if he ever watched the original Star Trek series. He was a big fan. “So what do you think about the special effects on the original Star Trek?”
“Kind of cheesy.”
“How about Lost in Space?”
He rolled his eyes.
“What did you think of Kubrick’s 2001, A Space Odyssey?”
“Kind of weird, but I liked it.”
“Special effects realistic?”
“They were good for the ti
“But now?”
“Well, obviously not real.”
Eventually, following that line of logic, and followed by revealing to him that Apollo 11 had been followed by five other moon landings and that there were hundreds of hours of film footage and photographs from all of them, he soon decided that there was a problem in maintaining his delusion. “They didn’t have the technology to do special effects that good, and the kind they did back then were so expensive, it was cheaper for NASA to actually go to the moon than to pay for them.”
So