The Myth of the “Stupid Student”
This is my first post-PhD semester, and much to my sadness, I will not be teaching students. My new role is in faculty development around media and pedagogy. I am lucky enough to have a fantastic circle of friends who finished with me that beat the odds and found academic positions. As we all explore our new institutions, I think we’ve been dismayed to hear similar things to what we heard in grad school..
“students are stupid”
This is one of my pet peeves. In my past life, I would hear colleagues say their students were stupid or dumb or some variation of students not living up to whatever intellectual standard the person leading the class has set as the baseline. I do not believe in stupid students. There are three reasons for this:
- Entering a formal learning space as a student is an act of submission and vulnerability. If someone is in a class, they should be there precisely because they do not know something. So, they are ignorant, but not stupid.
- Every person that enters a classroom has an effect on that space, and, as such, contributes something to the people they are able to interact with. Encounters in formal learning spaces all have the potential to be learning experiences.
- The way we ask students to show proof of proficiency in learning tends to mirror how those of us who are able to teach showed academic and intellectual aptitude. Not everyone is able to think or express themselves in the ways that we request. This is a barrier to seeming smart that is arbitrary but very real.
An Adolescent and Undergrad Story
I had my first job when I was in 6th grade and I spent my $100 a week on books. Not fun books though. I had a thing for history and humanity. I spent more time than was probably healthy trying to figure out human morality and reading primary texts of various religions as well as philosophical texts. I also read a lot of books from French enlightenment thinkers, in French, because that is what a teenager does when she is learning French, n’est-ce pas? In addition to all the reading, I was obsessed with the news, probably because I was fascinated by how people framed things because of that morality thing. When I got to undergrad, I was very excited that one of the required classes was a religion course. Religion 150: Introduction to the World’s Major Religions. I took it over a summer while I was fasting for spiritual reasons (yes I was that type of teenager. NO REGRETS!!!). My professor was Ramdas. I really, really loved learning from him. I took as many courses with him as I could. One of his classes changed my life.
Religion, Politics, and Society
We had courses that were designated as writing or speaking intensive. Ramdas taught a course on Religion, Politics and Society that was designated as oral intensive. I enrolled. I need to start this part by saying, I was an awful undergrad. If I felt I was not going to get anything from a course I didn’t go. I did the minimal I had to do to keep my GPA high enough so I could graduate. I spent the rest of the time sleeping (because I really liked sleeping as teenager and I excelled at it).
The first day of class, Ramdas went over a list of topics we would be reading and discussing during the semester. I was disheartened. Abortion? The Death Penalty? Homelessness? I’d already spent so much TIME thinking about these things. My classmates were PHENOMENAL, brilliant, passionate, amazing students to learn and think with. However, I did not know this on day one so, after class, I took my smart ass self up to Ramdas and said “I’ve spent so much time thinking about these things already and I don’t know that I will get anything from the course,” as one does. I am shocked at how patient and open Ramdas was because I would have laughed at me. But, he took me seriously and he said, “You are very smart, and I don’t doubt that you’ve thought about this. But in this class what you will learn is how other people think about things.” It was probably the best class of my undergraduate career. It let me know that even if I am smart, I am really, really, REALLY stupid too. And that is a good thing.
“Why do we keep talking about ‘Youth in Asia?’”
There is a story I share about this course that sort of made what Ramdas meant all sink in. The class was over enrolled. There were 30 people in a class that had 15 spots, but the conversations were fantastic and everyone was always there. We would do our reading that had various points of view from religion, philosophy, politicians, and academics on the topic. We would start the conversation circle with general reflections on what we read. One day we had a very in-depth conversation on the dilemma of youth in Asia. When is suffering too much? Who gets to make a decision about when it will end? How will the family cope with it? I think person X did a better job than person Y explaining why “youth in Asia” is such a difficult topic. And, then there were the people who said, “I’d never really thought about Youth in Asia.” One girl was getting visibly more and more upset and confused. She finally raised her hand and asked “WHY DO WE KEEP TALKING ABOUT YOUTH IN ASIA!? I read something about people dying.” It took a second, but then someone realized she’d never said or heard euthanasia out loud.
Usually when I tell people this story they laugh, but not in a “a-ha” kind of way. It is more of a, hahaha what an idiot kind of way. That usually makes me sad. For me, it was the moment when I realized how arbitrary a barrier can be. If just not knowing how a word you read is pronounced can make it so you are unable to participate in a conversation in a meaningful way when you have the capacity to do so, imagine the effects of all the other barriers people have. We were a special group where people felt safe being “dumb”. I am not sure that is the case in most classroom environments. It was not the norm in most of mine.
When we enter the academy we are surrounded by intellectually curious peers who have done reading and writing and reflecting and speaking. They’ve had the privilege to have the time to do so. Not everyone lives that life though, and not everyone wants to (and that is fine). Students not being able or not wanting to do these things doesn’t mean they’re stupid… for me, when I teach, it just means I need to figure out what tools I need to give them so they can teach me that thing that I don’t know as a teacher. I need my students to teach me how they think, which is why I created an almost fail proof final.