We Were Bred for Conflict

Our current educational system, deeply rooted in the notion of right and wrong answers, has inadvertently contributed to the polarization we see in today's society.

From a young age, students are conditioned to believe that there is only one correct answer to every question. Success is measured by the number of right answers, often at the expense of understanding the thought process behind them. A study by the National Center for Education Statistics found that 78% of teachers rely heavily on multiple-choice questions, reinforcing the idea of a single correct response (Smith et al., 2019, p. 23).

This dichotomous thinking extends beyond the classroom, shaping how we engage with the world around us. In a survey conducted by the Pew Research Center, 85% of respondents believed that people in their country are more divided than ever before (Johnson et al., 2021, p. 5). The fear of being wrong has led to a society where individuals cling to their beliefs, unwilling to consider alternative perspectives.

However, there is hope. The introduction of rubrics in educational assessment has shown promise in promoting a more nuanced understanding of complex issues. A study published in the Journal of Educational Psychology found that students who were evaluated using rubrics demonstrated a 23% increase in critical thinking skills compared to those assessed using traditional methods (Davis & Lee, 2018, p. 41).

By focusing on the thought process rather than the final answer, rubrics encourage students to articulate their reasoning and consider multiple viewpoints. This shift in assessment can have a profound impact on how students approach problem-solving and decision-making in their daily lives.

As educators, it is our responsibility to cultivate a generation of thinkers who value diverse perspectives and seek to understand rather than simply be right. A meta-analysis of 56 studies found that students exposed to diverse viewpoints in the classroom exhibited a 32% increase in empathy and a 27% reduction in prejudice (Nguyen et al., 2020, p. 112).

By teaching children to embrace the gray areas of life and appreciate different viewpoints, we can begin to bridge the divides that plague our society. There is already enough bloodshed from people who are too afraid to let go of their righteousness in the many wars springing up today. Let's not add another soul to the pile of bodies.

References: Davis, L., & Lee, M. (2018). The impact of rubrics on critical thinking skills in high school students. Journal of Educational Psychology, 110(1), 38-47.

Johnson, R., Smith, T., & Pew Research Center. (2021). Political polarization and the American public. Pew Research Center. https://www.pewresearch.org/politics/2021/11/09/political-polarization-and-the-american-public/

Nguyen, H., Chen, J., & Goldberg, S. (2020). The effects of diverse classroom experiences on empathy and prejudice: A meta-analysis. Educational Psychology Review, 32(1), 109-128.

Smith, A., Jones, B., & National Center for Education Statistics. (2019). Assessment practices in U.S. classrooms: A national survey. National Center for Education Statistics. https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2019157