Rough Theory

Theory In The Rough

You Don’t Know You’re in Trouble When…

Seeking reasons to procrastinate in the face of the mound of marking that sits on my table, I’ve been spending a leisurely Saturday morning reading various studies of cognitive bias. (Note to self: this is probably not the best way to prepare for marking first-year undergraduate work…)

In the process, I stumbled across a very entertaining article by Justin Kruger and David Dunning, titled “Unskilled and Unaware of It: How Difficulties in Recognizing One’s Own Incompetence Lead to Inflated Self-Assessments” (1999, Journal of Personality and Social Psychology, Vol. 77, No. 6., p. 1121-1134). The article begins with the story of the hapless McArthur Wheeler, who in 1995 robbed two Pittsburg banks in broad daylight with no disguise. Arrested within an hour of the broadcast of the bank security footage, Wheeler expressed shock that he was identifiable on the security tape, protesting “But I wore the juice!” Apparently Wheeler believed that rubbing lemon juice on his face would render him invisible to security cameras… (Kruger and Dunning 1999: 1122).

While Wheeler most likely would meet anyone’s definition of “incompetent”, what Kruger and Dunning are primarily interested in are… er… relative incompetents – folks like you and me, who may be quite skilled in some areas, but are likely not so skilled in others. In those areas where we aren’t so competent, Kruger and Dunning ask, do we know that this is the case? Their hypothesis is that, below a certain level – they isolate out the bottom 25% in the specific skills (logical reasoning, grammar, humour) they test – we may be so poorly skilled that we actually don’t know enough to realise how far off the mark we are – we may, in fact, not know enough to recognise competent behaviour, so that we can begin to model it to improve our own performance.

The study is worth a read (any lurking methods students might particularly enjoy the discussion of how to test whether someone is in the bottom 25% in terms of their sense of humour…). I make no specific claim about the broader validity of the study’s findings, but some of the specific results have a certain intuive plausibility: The authors cite, for example, findings that study participants in the bottom 25% tend to overestimate their skill level considerably, and that they do not tend to revise this positive self-assessment, even after being provided with samples of higher-quality work to “grade”. Interestingly, the authors also mention that participants in the upper skill levels tend to systematically underestimate their compentence – until they are given an opportunity to view others’ work, which then allows them to revise their self-perceptions in a more accurate direction.

Both of these observations track reasonably well with my teaching experience. Struggling students often view suggestions for improvement as unfair and as impositions of impossible standards; they need assistance to get a very concrete sense that better work really is possible – and that it is realistic to expect them to produce such work. At the other end of the spectrum, extremely talented students are generally acutely aware of how much more is possible in ideal circumstances – and can come to measure their work against a standard of perfection that would make anyone depressed, causing their self-perception to become inappropriately low… This can actually be a bit more difficult to manage, since you wouldn’t want to lower someone’s sensitivity to how their work could be improved, but an unrealistically harsh judgment of one’s own work can also be counter-productive…

I’ve been experimenting recently with types of assessments that provide students with an opportunity to view and edit one another’s work, in part to address these sorts of issues (and also to decentre the teaching process a bit – particularly in advanced courses where it’s quite reasonable to expect at least some students to know more in many areas that I do). I’m not completely happy with these experiments to date, so I’m continuing to tweak, but I think there is value in providing students at various skill levels with an opportunity to see what kind of work is possible – and also what kind of work is common…

Betting on Wikipedia

Two of my first-year students approached me this week to play Solomon in a bet they had apparently made with one another, over whether Wikipedia were an acceptable resource for university students. The provocation for the bet was apparently an interaction with another tutor, who had instructed them strictly that Wikipedia was unreliable and therefore had no value for university-level work.

Since many students in fact do find Wikipedia valuable, this advice contradicted their practical experience, and was therefore disregarded: its impact was essentially a social one, causing the students to feel that it is vaguely disreputable to admit to their Wikipedia use in polite circles – or at least in front of teaching staff… The result is a strange social situation that I’ve also seen in some of my other classes, where students with an unusually high respect for teaching staff dutifully stop consulting Wikipedia, while others continue using it clandestinely (one imagines them looking over their shoulders in computer labs), while disguising their use by never citing it…

I’m obviously not present in other classes and tutorial sessions when this anti-Wikipedia advice is meted out, so I don’t know exactly how other staff try to justify that Wikipedia is somehow a pariah resource for anyone with academic pretensions. My sense from what I get second-hand is that the objection involves one of two issues:

(1) doubts about how reliable Wikipedia content could be, when it has not gone through peer review and {{shudder}} can in fact be edited by anyone; or

(2) a more general objection to encyclopedias of any kind, on the theory that the use of encyclopedias as source texts for student writing encourages students to think of knowledge as a static given that they must learn from other people, rather than as a dynamic construct they must actively participate in creating.

I’ll address each of these objections in a moment, but I wanted first to mention in passing that these two objections actually sit in tension with one another, and rely on conflicting notions of how students should position themselves in relation to knowledge construction: the first objection relies on the notion that there are certain sources of information that students can and should treat as authorities – as materials that have been appropriately vetted so that students can cite them as true – while the second relies on the notion that claims about knowledge are arguments, and that students should therefore assume an active, critical relationship to all of their sources. So, from one perspective, Wikipedia is “bad” because it’s not a good enough source while, from the other, Wikipedia is “bad” because students might be tempted to treat it as a source. Read more of this post

In Case You Were Worried…

For those concerned about the fate of Channel Seven’s Naomi Robson, currently being detained by Indonesian authorities for attempting to work as a journalist while on a tourist visa, I can offer one piece of reassurance: The Age report suggests that Peter Meakin, the chief of news and current affairs for the station, is taking pains to reassure everyone that Today Tonight has no plans to deviate from its established journalistic standards. According to The Age:

He [Meakin] denied the story was an attempt to boost Today Tonight’s credibility.

“It was an attempt to get a good story,” he told ABC radio.

“We don’t decide what stories to do on the basis of journalistic credibility.”

Overheard in a University Coffee Shop III: Simple Pleasures

Man: “Call me simple, but I like to shoot things.”

Overheard in a University Coffee Shop II: Ashes to Ashes

Student 1: “I really want to do a dissertation, but I have no idea what to do one on!”

Student 2: “Oh, you can do a dissertation on anything – just interview twelve people and do a qualitative something-or-other on their… I don’t know…”

Student 3: “Dust. Do a dissertation on dust.”

Student 1: “Dust?”

Student 3: “Yes: The History of Dust.”

Student 1: “The History of Dust?”

Student 3: “Oh, well, you know, it might need to be A History of Dust…”

Excuses, Excuses

It occurs to me occasionally that a random reader of this blog could easily be excused for not being aware that I’m supposed to be doing a dissertation on urban planning… This insight has also occasionally occurred to my supervisors… My normal excuse for not blogging more on planning issues specifically is that I don’t believe it’s appropriate to write in a rapid-fire draft form on the somewhat sensitive issues I’m observing in the community where I’m conducting my research. Then I read something like Russell Degnan’s Knotted Paths, which reminds me that, of course, there’s more to the field than what I’m intending to cover in my dissertation – like, for example, Russell’s recent comment on the media coverage of “obesogenic” environments

Now I’ll have to think up another excuse for why I don’t write more about planning here… ;-P

Overheard in a University Coffee Shop

Man: “What I don’t understand is why we can’t move beyond this Cartesian dualism, you know?”

— long pause —

Woman: “So… You’re a Virgo?”

What Happened Next

My high school “world history” teacher began her class with a line I’ve (unfortunately) never been able to forget:

The earth formed in a ball of gas and dust. It cooled. It rained. Humans evolved. This year, we’re going to study what happened next.

Without going into specifics, can I just say that somehow her spirit has found its way to Australia, and is now haunting the essays of many of my otherwise talented undergraduates…

Just a small plea, if anyone is reading: yes, I have suggested that you use your first couple of sentences to link your essay to a broader context, so I realise I’m the proximate cause of this particular problem. So let me explain what I mean. The strategic point of contextualising your paper is not to demonstrate that your argument is of world historical import. References to world history, human evolution, global thermonuclear holocaust, or other Powers and Principalities are unecessary and – trust me on this one – usually counter-productive.

The goal, instead, is much more modest: write for the sorts of people who will eventually read your professional or academic writing – busy people, who might have a general background in what you’re discussing, but who aren’t intimately familiar with what you are about to say. Use your first couple of sentences to ease your reader into your thought-space, and to prime them for what you are about to argue. And, most importantly, take pity on your instructor, and don’t give me traumatic flashbacks to my world history class…

Guilty Twinge of the Day

My son is at the age where he plays out scenarios from his day with stuffed animals. Last night, I overheard a scenario that went like this:

A scruffy lion asks a key-chain-bound elephant: “Hello! Can you go outside?”

The elephant then harumphs: “No: I’m busy!”

“Oh,” the lion replies, “Are you busy?”

“Yes!” the elephant confirms: “I have to go to campus!”

…ouch…

The First Taste of Freedom

I’ve just been reading a post over at A White Bear’s blog Is there no sin in it? titled “How Do You Measure Sexism?”, analysing, among other things, the process of internalisation of abuse and of gender stereotype. The post is complex, and worth a direct read – I won’t try to summarise it here. Two lines, though, particularly caught my emotions and my thoughts:

It’s not experiencing sexism that hurts. It’s the first taste of freedom from the pressures of sexism that hurts, because suddenly you realize you’ve allowed yourself to be betrayed.

For purposes of comment here, I hope that A White Bear won’t object if I extrapolate from her insight into experiences that extend beyond gender relations. What I want to explore is her notion that the psychological consequence of the first taste of freedom may actually be pain. This point resonates with me, and also reminds me of the dimensions of Adorno’s work I’ve always liked – particularly Adorno’s attempt to demonstrate that transformative political practice was never the inevitable result of the recognition of unfreedom, but that other consequences – including denial and even rage against the prospect of freedom itself – are also psychologically plausible.

Adorno’s work is concerned, among many other things, with understanding why central political expectations of early Marxist theory were never realised. Marxism had predicted a quasi-automatic drive to political emancipation, as the development of technology made possible the conquest of material nature, and as market crises increasingly pushed the development of centralised political institutions for the management of the economy. The Frankfurt School theorists quickly abandoned any faith in such an automatic historical process – the experience of Nazism, Stalinism and “state capitalism” provided, from their standpoint, a fully adequate historical refutation of the notion that centralised economic planning would inevitably be mobilised for political freedom.

This interpretation of historical developments, however, posed some challenges for the Frankfurt School’s early commitment to “critical theory”. Critical theory as a concept relies on the tension between what is possible, and what we actually do. The critical theorist speaks with the voice of this possibility, arguing that a greater range of freedom, of political choice, is possible than our current practice admits. It can be tempting, from this perspective, to treat awareness of the potential for specific kinds of freedom as an unmitigated good – as though this awareness will immediately and automatically result in transformative political practice. The Frankfurt School come to reject the notion that transformative practice results in any automatic way from the knowledge that specific kinds of freedoms are possible. Adorno, however, goes one step farther: he asks whether, under certain historical circumstances, a recognition that certain forms of unfreedom are unncessary, might actually fuel active political mobilisations against emancipatory potentials.

Adorno argues, in effect, that a deep psychological tension can result from the recognition that our actions have involved unnecessary sacrifices – that we can be scarred specifically by our recognition that potentials for greater freedom lie within reach. Adorno argues that this scarring has been constitutive of the “ego”, and offers a multi-faceted critique of Freudian psychoanalytic concepts of the ego in particular, arguing that much psychological theory confuses a psychology scarred by unnecessary sacrifice, with human nature. Adorno suggests that, in the right historical circumstances, this scarring would not prevent transformative political mobilisation. He also argues, however, that, as long as the social and psychological costs of mobilisation remain high, the tension between an awareness of potential freedom, and the reality of sacrifice, can provoke intense rage – rage expressed as a rigid denial of the potential for freedom, and rage directed into mass mobilisations, focussed particularly against those (often marginalised and socially disempowered) groups who seem to have escaped the rigid self-discipline and self-denial required to perpetuate existing forms of unfreedom.

For Adorno, interestingly, it is the intense power of state-mediated forms of capitalism that specifically overwhelms the delicate balancing act required for persons to attain the psychological resources to recognise and tolerate the pain of their recognition that they have engaged in unnecessary self-sacrifice, so that they can then engage in some kind of transformative political practice. His account thus reflects back on the Marxist critique of market capitalism with a sense of painful historical irony – that the institutional organisation of capitalism fought so hard by an earlier generation of Marxist critique, may have held more potential for emancipatory transformation than the institutional organisation of centrally planned production for which Marxists advocated.

At some point soon (it might have to wait for the end of the term), I’ll try to post a draft paper that explores these issues in more detail and provides a clearer grounding in Adorno’s writings.

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