READING #2 “Open-Mindedness in Elementary Educ.”

1. READING #2“Open-Mindedness in Elementary Educ.”

2. Reasons for focus on concept: • To distinguish ‘O’ from the related concepts of tolerance and skepticism, for fear that ‘O’ might be associated with relativism – thus losing any kind of certainty with respect to knowledge claims • To gain a better understanding of the idea of ‘O’ and what it involves, so as to look seriously at ways in which the attitude might be promoted Note definitions of skepticism and relativism given earlier

3. Definition: The open-minded person is “one who is able and willing to form an opinion or revise it, in the light of evidence and argument” • Similar to the critical thinker, defined by Harvey Siegel as: -“one who is ‘appropriately moved by reasons’”, -“[one whose] thinking is generally carried out in accordance with, and adequately reflects due and proper consideration of, matters which bear relevantly on the rational resolution of whatever her thinking concerns”

4. - “one who bases one’s beliefs and actions on reasons” Critical thinking appropriately reflects the power and convicting force of reasons As such, both ‘O’ and ‘CT’ combat prejudice

5. Prejudice: - when views are reached before, and apart from, a consideration of the available evidence Open-mindedness aims for objectivity and impartiality.

6. Objectivity 1. existing independently of perception or an individual's conceptions: are there objective moral values? 2. undistorted by emotion or personal bias 3. of or relating to actual and external phenomena as opposed to thoughts, feelings, etc. Subjectivity 1. a subject's personal perspective, feelings, beliefs, desires or discovery, as opposed to those made from an independent, objective, point of view 2. proceeding from or belonging to the individual consciousness or perception; partial, misconceived, or distorted

7. Impartiality 1. doesn't take sides or advantage one side over another for whatever reasons (personal interest, etc.) 2. one's action or attitudes are not influenced relevantly such that a particular group are benefited or harmed as a result of that action or attitudes 3. doesn't require neutrality or exclude arbitrariness; doesn't guarantee fairness

8. So, open-mindedness ('O') is distinct from tolerance, scepticism, and neutrality. ►“the tolerant person might never subject his [or her] own thinking to criticism” (p. 123) ► “a person may have the utmost confidence in a view which he is nevertheless prepared to revise if counter-evidence should come up” recall: a sceptic believes in no universally valid moral values, principles, or rules ► “ 'O' does not demand that we be neutral, for we do not cease to be generally open-minded individuals if we remain willing to revise whatever views we have formed” (p. 123) – ('O' is mistakenly believed to be closely akin to 'suspended judgment')

9. Distinction between skepticism of knowledge vs. justification: Knowledge – that which we learn through experience or are taught; the facts, ideas, relations, or arguments that correspond to reality or the way the world around us is or works. Justification – How we argue or reason for something being the case. eg. Logic – inductive, deductive, abductive proofs Contradictions- counter examples, fallacies of thought Science experiments – variables, hypothesis, test, conclusions

10. Skepticism of knowledge – doubting that knowledge exists; that what we deem facts now are merely useful appraisals that seem to represent reality to the limits of out present understanding; the best theories or tools devised up to now. But just as the Copernican Revolution showed us, our knowledge, even scientific knowledge, is forever tentative. Skepticism of justification – doubting the validity or usefulness of the methods of verification; 'chalking up' certain forms of argument as mere semantics, the limits of our vocabulary.

11. Is Open-Mindedness at the Elementary level appropriate? Possible Objections 1. Epistemological Obj. - The subject matter taught in the elementary school is very well established, non-controversial, and is dealt with in a basic way in which simple and fundamental learning is the goal. (p. 124) Is there any room here for 'O'? Hare's rebuttal - While what is being taught and learned in elem. school is in its most simplified form, later on, in junior high and high school, students will recognize “that earlier views fall short of the whole truth” (p. 126). In such cases, revision, or sometimes rejection, of prior theories is necessary. ex. poetry is blank verse vs. only rhyming verse as earlier taught ex. Math: #'s need be neither whole, nor +'ive

12. 2. Logical Obj.: - Open-Mindedness, which is premised on doubt or calling into question what has been previously learned, may seem counter- productive at a level where beliefs are first being developed. “[W]e must first acquire the elements which would make possible open-minded reflection.” (p. 125) Hare's rebuttal - “The concept of 'O' does not mean that what is learned is at the same time unlearned … It means that the student is taught in such a way that he or she can begin to see views as tentative. The student learns that what is believed is held to be true on the basis of evidence, and that the weight of evidence may shift.” (p.127)

13. 3.Moral Obj.: - Children are not capable of grasping the reasons which justify exceptions to moral principles, so why encourage engagement in such serious reflection at the elementary level? Hare's Rebuttal - “Clearly, children cannot be open-minded about reasons which they cannot comprehend, but they may or may not be encouraged to explore such reasons as they develop. And this is an important test of the teacher's intentions … [Also], taking note of the fact that children can get stuck at lower levels of moral thinking, we can surely claim that that teaching is open-minded which seeks to stimulate and promote the child's development through the stages. It is open-minded precisely because it strives to keep the child's mind open to new ways of thinking about moral issues.” (p.127-128)

14. 4. Psychological Obj.: - There is a danger of confusion when views or theories are called into question or criticized before the overall view is formulated and digested. (p. 125) Hare's Rebuttal - While Hare agrees that there is indeed merit to this criticism, he still believes that given the appropriate context, teacher ability/ competence, and specific student attitudes, open-mindedness should or can be promoted. The real dangers he cites include making students too sceptical, early learning too trivial, and confidence and trust in teacher's views too undermined. However, psychology “can try to provide ... a fuller understanding of possible outcomes, … detailed accounts of what is likely in certain sorts of contexts[,] … [and] information which puts the teacher into a position to exercise intelligent judgment … to ask how far it is possible to pursue this [one value]” (p. 128)

15. Are children not naturally open-minded and eager to learn new ideas? Hare's response: - note fallacy (p. 128 middle paragraph) - 'Attained' vs. 'Maintained' - “fostering a long-term disposition”