Humility is a word that has
been thrown around a lot during our time together. What does it mean to you in
the context of educational research and, more specifically how might it relate
to your field of study/discipline.
It’s Jodi… “True humility is staying teachable, regardless of how much you already know” (Unknown). This is an applicable quote for educational researchers to keep in mind as they explore different areas of education. It is important to be humble when working with people in the realm of education. We all possess certain knowledge when beginning to research and we need to set aside our biases and pride while conducting a study that is being explored in order to make a difference for others. It is important to keep ourselves out of the research and realize there is a bigger picture that will hopefully inform others or make changes in policy for the betterment of others. As we run into roadblocks during our research, we need to be open minded enough to make changes and persevere for the benefit of others and not just ourselves. As I look forward in studies I would like to pursue, I would like to use care theory as a guiding perspective as I work with children, teachers, and school staff. Humility on my part will be very important as I listen to others and their experiences and how they have been affected by those experiences is a key in my modes of research. I hope to use observation and interviews as a part of my research in which I need to be able to sympathize or empathize with others. Critical theory involves working to help the oppressed which also requires humility and respect as well as a drive to help make changes for those who cannot do it for themselves.
I think Nolan’s concluding sentence sums up humility in research, “In essence, I found the thread … for now.” She remains open to new information and new interpretation, even though she has finished the study and published the results. I guess, to me, humility means being more concerned with finding truth/warranted assertions than with being right. That means admitting I don’t know everything – or much of anything, really – and being skeptically open to alternative points of view and new information from a variety of sources. In terms of Curriculum and Instruction, I think it means carefully considering all points of view – the students, the parents, the community – even if they don’t match my own. That entails making the effort to ask people what they think, instead of guessing or assuming, and actively listening to and carefully considering what they say, even (especially?) if it annoys me. Beyond that, it means trying to figure out why people who are wrong – oops … I mean, people who disagree with me – think the things they think.
It’s Holly … I agree, Laurie, that humility in research means recognizing from the start that a.) you don’t have all the answers, b.) you’re not likely to find all the answers, and c.) the answers are likely to change anyway. In several ways, humility aligns pretty closely with several of the postmodern perspectives we’ve been discussing. Both draw attention to the fact that no one knows everything, that knowing everything isn’t even an option, and that people who present themselves as if they do know everything do not, in fact. When I think about humility, the phrase “do no harm” also comes to mind. Being humble as an educational researcher also means being mindful of the pretty heavy responsibilities that come with the job. We can hurt people – children – if we’re not careful. Our ideas and work can be used in ways that don’t benefit society – if we’re not careful. I think this is particularly important to consider in special education. Oftentimes, people with disabilities aren’t thought of as capable and aren’t given the same number and types of opportunities as you or I to make decisions about their lives. I think challenging that is important in special education research, and that means actively seeking out projects that are person-centered and collaborative.
Hi Holly (and Laurie)! I agree with your summation of what humility in research means. However, at the beginning of every semester I let my undergraduate students know that as a class, we are on a learning journey together, and that they should never expect me to have all the answers, but rather we will all work together to find possible solutions. Some students take this in stride, but others become distraught. I’ve gotten responses akin to “what I am I paying for, if you don’t know”. It’s quite disturbing. I wonder if our modern paradigm that places STEM disciplines above others creates this need for big “T” truth. Or perhaps this is a trickle down effect of our reliance on multiple choice tests, where students are told to choose the “one best answer” rather than having to explain their reasoning and think critically. ¯\_(ツ)_/¯
It's Carolyn~ I agree with all of the above. The tricky thing about the whole "social justice warrior" persona is knowing when to speak up and advocate and when to shut up and listen. Jodi's concluding comment is interesting. A caveat is not to conflate "those who cannot do it for themselves" with "those who are not yet doing it for themselves." Listening with humility is key.
Carolyn again~ How might this relate to my field of study/discipline? Listening with humility is super-important for trying to understand marginalized language-minority folks for whom survival often means remaining invisible (and unheard).
Humility in research means you accept you will never know it all and even the things you do know can change in time and context. Humility is valuing others opinions and work even when you may disagree. Humility is putting the work ahead of oneself. "Pride is concerned with WHO is right. Humility is concerned with WHAT is right." - Ezra T. Benson
Tonya here: Humility means being open to possibility- the possibility that things are not what we think they are, what they should be or what we want them to be. Possibility is a powerful tool that lets us participate fully in research that is democratic, inclusive and empowering, and special education is a discipline that absolutely requires humility. Special education began with exclusion and segregation and would not be where it is today without individuals who were humble in their beliefs and attitudes toward people with disabilities. I agree with Holly; our work has the potential to influence choices and policies that could have lasting consequences and powerful implications for the students, educators and families that we serve, and so we have a responsibility to think beyond ourselves in our research. In the words of C.S. Lewis, “True humility is not thinking less of yourself; it is thinking of yourself less.”
Humility in educational research is crucial, because there is no one right answer. As we read earlier this summer, published findings are disputed almost immediately by follow-up studies. Therefore, we can't move forward in research with such pride and closed minds that we blind ourselves to other possibilities, variables, and ideas. Doing so limits our ability to seek solutions in non-traditional ways and lets us help populations that we might not have previously thought of. Pride in our work is important to keep motivated, but humility maintains our openness to possibilities.
This is Weade....I define humility as being amenable to new knowledge, perspectives and critiques. As doctoral scholars, we must acknowledge different ways of thinking and approaching inquiry. Humility also plays an important role in choosing or developing a theoretical framework. Some theories might fit within our discipline that we may not agree with. However, we should acknowledge the contribution of the theory to the discipline.
Humility according to the Merriam-Webster dictionary means "the quality or state of not thinking you are better than other people : the quality or state of being humble." I have a t-shirt from my master degree days that says "You know your a counselor when" and one of the answers on the back states "You know counselors aren't unskilled individuals, they're just simply never the experts." My program for counseling stressed that counselors should never consider themselves an "expert." The only expert in the counseling relationship was the client and that was because the client was the only one who truly knew. The counselor was there to be the sounding board and assist the client in expressing their experience of the world.
I feel this humility should carry over to educational research. No matter how much you know about a field, there is always more to learn, and often times it seems that you will learn it in the most unlike of places. Many times I think it is easy for us to fall prey to the idea that because we are in this program we know more than other people. However we tend to know more about a very narrow topic and in the real world, is that really considered knowing more?
Vivian here... Humility is especially important in the field of education. Research based practices play a critical role in education - a researcher must remember that their work has the potential to drive the decisions made in the process of educating a large number of students over many years. Being transparent in the process and staying open to the ideas, opinions and feedback of others - colleagues, as well as the people who will be impacted by the research - increases the potential for positive outcomes.
This is Mo…Humility in educational research implies being able to recognize that research is always limited and the findings cannot be universally justified in all contexts. It does not involve the silencing of one’s voice, but an awareness of the complexity of educational research. It is a characteristic of postmodernism marked by a loss of faith in scientific salvation and a single common frame of reference from which all knowledge can be generated. When conducting research, humility in the face of justified criticism is a prerequisite. We should be willing to reevaluate our ways of seeing in the light of new contexts and evidence.
It’s Jodi… “True humility is staying teachable, regardless of how much you already know” (Unknown). This is an applicable quote for educational researchers to keep in mind as they explore different areas of education. It is important to be humble when working with people in the realm of education. We all possess certain knowledge when beginning to research and we need to set aside our biases and pride while conducting a study that is being explored in order to make a difference for others. It is important to keep ourselves out of the research and realize there is a bigger picture that will hopefully inform others or make changes in policy for the betterment of others. As we run into roadblocks during our research, we need to be open minded enough to make changes and persevere for the benefit of others and not just ourselves.
ReplyDeleteAs I look forward in studies I would like to pursue, I would like to use care theory as a guiding perspective as I work with children, teachers, and school staff. Humility on my part will be very important as I listen to others and their experiences and how they have been affected by those experiences is a key in my modes of research. I hope to use observation and interviews as a part of my research in which I need to be able to sympathize or empathize with others. Critical theory involves working to help the oppressed which also requires humility and respect as well as a drive to help make changes for those who cannot do it for themselves.
Hey, it's Laurie.
ReplyDeleteI think Nolan’s concluding sentence sums up humility in research, “In essence, I found the thread … for now.” She remains open to new information and new interpretation, even though she has finished the study and published the results. I guess, to me, humility means being more concerned with finding truth/warranted assertions than with being right. That means admitting I don’t know everything – or much of anything, really – and being skeptically open to alternative points of view and new information from a variety of sources. In terms of Curriculum and Instruction, I think it means carefully considering all points of view – the students, the parents, the community – even if they don’t match my own. That entails making the effort to ask people what they think, instead of guessing or assuming, and actively listening to and carefully considering what they say, even (especially?) if it annoys me. Beyond that, it means trying to figure out why people who are wrong – oops … I mean, people who disagree with me – think the things they think.
It’s Holly … I agree, Laurie, that humility in research means recognizing from the start that a.) you don’t have all the answers, b.) you’re not likely to find all the answers, and c.) the answers are likely to change anyway. In several ways, humility aligns pretty closely with several of the postmodern perspectives we’ve been discussing. Both draw attention to the fact that no one knows everything, that knowing everything isn’t even an option, and that people who present themselves as if they do know everything do not, in fact.
ReplyDeleteWhen I think about humility, the phrase “do no harm” also comes to mind. Being humble as an educational researcher also means being mindful of the pretty heavy responsibilities that come with the job. We can hurt people – children – if we’re not careful. Our ideas and work can be used in ways that don’t benefit society – if we’re not careful. I think this is particularly important to consider in special education. Oftentimes, people with disabilities aren’t thought of as capable and aren’t given the same number and types of opportunities as you or I to make decisions about their lives. I think challenging that is important in special education research, and that means actively seeking out projects that are person-centered and collaborative.
Hi Holly (and Laurie)!
DeleteI agree with your summation of what humility in research means. However, at the beginning of every semester I let my undergraduate students know that as a class, we are on a learning journey together, and that they should never expect me to have all the answers, but rather we will all work together to find possible solutions. Some students take this in stride, but others become distraught. I’ve gotten responses akin to “what I am I paying for, if you don’t know”. It’s quite disturbing. I wonder if our modern paradigm that places STEM disciplines above others creates this need for big “T” truth. Or perhaps this is a trickle down effect of our reliance on multiple choice tests, where students are told to choose the “one best answer” rather than having to explain their reasoning and think critically. ¯\_(ツ)_/¯
It's Carolyn~
ReplyDeleteI agree with all of the above. The tricky thing about the whole "social justice warrior" persona is knowing when to speak up and advocate and when to shut up and listen. Jodi's concluding comment is interesting. A caveat is not to conflate "those who cannot do it for themselves" with "those who are not yet doing it for themselves." Listening with humility is key.
Carolyn again~ How might this relate to my field of study/discipline? Listening with humility is super-important for trying to understand marginalized language-minority folks for whom survival often means remaining invisible (and unheard).
DeleteHumility in research means you accept you will never know it all and even the things you do know can change in time and context. Humility is valuing others opinions and work even when you may disagree. Humility is putting the work ahead of oneself. "Pride is concerned with WHO is right. Humility is concerned with WHAT is right." - Ezra T. Benson
ReplyDeleteTonya here:
ReplyDeleteHumility means being open to possibility- the possibility that things are not what we think they are, what they should be or what we want them to be. Possibility is a powerful tool that lets us participate fully in research that is democratic, inclusive and empowering, and special education is a discipline that absolutely requires humility. Special education began with exclusion and segregation and would not be where it is today without individuals who were humble in their beliefs and attitudes toward people with disabilities. I agree with Holly; our work has the potential to influence choices and policies that could have lasting consequences and powerful implications for the students, educators and families that we serve, and so we have a responsibility to think beyond ourselves in our research. In the words of C.S. Lewis, “True humility is not thinking less of yourself; it is thinking of yourself less.”
Elizabeth:
ReplyDeleteHumility in educational research is crucial, because there is no one right answer. As we read earlier this summer, published findings are disputed almost immediately by follow-up studies. Therefore, we can't move forward in research with such pride and closed minds that we blind ourselves to other possibilities, variables, and ideas. Doing so limits our ability to seek solutions in non-traditional ways and lets us help populations that we might not have previously thought of. Pride in our work is important to keep motivated, but humility maintains our openness to possibilities.
This is Weade....I define humility as being amenable to new knowledge, perspectives and critiques. As doctoral scholars, we must acknowledge different ways of thinking and approaching inquiry. Humility also plays an important role in choosing or developing a theoretical framework. Some theories might fit within our discipline that we may not agree with. However, we should acknowledge the contribution of the theory to the discipline.
ReplyDeleteJorli-
ReplyDeleteHumility according to the Merriam-Webster dictionary means "the quality or state of not thinking you are better than other people : the quality or state of being humble." I have a t-shirt from my master degree days that says "You know your a counselor when" and one of the answers on the back states "You know counselors aren't unskilled individuals, they're just simply never the experts." My program for counseling stressed that counselors should never consider themselves an "expert." The only expert in the counseling relationship was the client and that was because the client was the only one who truly knew. The counselor was there to be the sounding board and assist the client in expressing their experience of the world.
I feel this humility should carry over to educational research. No matter how much you know about a field, there is always more to learn, and often times it seems that you will learn it in the most unlike of places. Many times I think it is easy for us to fall prey to the idea that because we are in this program we know more than other people. However we tend to know more about a very narrow topic and in the real world, is that really considered knowing more?
Vivian here...
ReplyDeleteHumility is especially important in the field of education. Research based practices play a critical role in education - a researcher must remember that their work has the potential to drive the decisions made in the process of educating a large number of students over many years. Being transparent in the process and staying open to the ideas, opinions and feedback of others - colleagues, as well as the people who will be impacted by the research - increases the potential for positive outcomes.
This is Mo…Humility in educational research implies being able to recognize that research is always limited and the findings cannot be universally justified in all contexts. It does not involve the silencing of one’s voice, but an awareness of the complexity of educational research. It is a characteristic of postmodernism marked by a loss of faith in scientific salvation and a single common frame of reference from which all knowledge can be generated. When conducting research, humility in the face of justified criticism is a prerequisite. We should be willing to reevaluate our ways of seeing in the light of new contexts and evidence.
ReplyDelete