Kaplan focuses on how the polarized debates pushing centrists out of the public arena is fueled by all sorts of misinformation. He presents a variety of examples of lies, distortions, and unverified rumors being dished out to tens of millions of Americans. The speed with which information goes viral makes it difficult to rectify these sorts of errors and intentional dishonesty. Kaplan notes that having “smarter voters, who in principle would elect better legislators” is a “strategy [that] puts a premium on better information, delivered to rational people through quality education or a free press.” Kaplan then explains why this hasn’t happened and perhaps won’t.
Pointing to studies done by University of Michigan political scientist Brendan Nyhan, published in When Corrections Fail: The Persistence of Political Misperceptions, and moved into the mainstream media by Joe Keohane’s Boston Globe’s article, How Facts Backfire: Researchers Discover a Surprising Threat to Democracy: Our Brains, Kaplan,borrowing from Keohane, sums up the problem as follows:
Our brains are designed to create shortcuts like inference and intuition in order to avoid the cognitive discomfort required to process and assimilate dissonant information. It hurts our heads to change our minds.Kaplan summarizes some of the Nyhan research. For example,
People who believed WMDs were found in Iraq believed that fiction even more strongly when they were shown a news story correcting that mistake. The same was true of people who believed that the Bush tax cuts increased government revenue; a correction -- revenues actually fell -- also backfired, further entrenching people in their error. This finding transcends ideology: People who believed that Bush banned all stem cell research continued to believe that even when they were shown that only certain federal funding of stem cell work was stopped.According to Kaplan, “This . . . puts a ceiling on what we can expect from education.”
Kaplan presents the approach that has long characterized my outlook on education, one that has motivated my decision to teach:
It’s not that they don’t have the facts, goes this view; it’s that they lack a good education, which cultivates critical thinking. Reason, the scientific method, media literacy: it’s widely believed that these tools can overcome not only propaganda and superstition, but also the inherent limitations of how we’re wired. We may possess lizard brains, but we also possess several centuries’ worth of methods for transcending our species’ propensity for paranoia, intransigence and irrationality. Education trumps ignorance.Perhaps part of the explanation for my struggle to understand how someone can sit in one of my courses for 14 weeks and yet end up “not getting it” can be attributed to the difficulty, or even impossibility, of emptying their brains of nonsense to make room for careful analytical processes.
An example might help. Early in my teaching career, when I reached the subject of moving expense deductions, I turned to a problem in the book that presented a solo practitioner in City A deciding to combine his practice with a law firm in City B, some miles away. The solo practitioner decided to move to City B. The question was determining how far away City B needed to be in order for the mileage requirement of the moving expense deduction to be satisfied. A student raised his hand. He claimed that the hypothetical could not exist. After three or four exchanges, I finally figured out what he was trying to say. The solo practitioner, he claimed, could not become a partner in the City B firm until he had worked there for seven years. No one, claimed the student, becomes a partner in a firm without working at the firm as an associate for seven years. When I explained that a solo practitioner with a book of business, namely, a stable of paying clients, combined efforts with an existing firm, it was not uncommon for the firm’s partners to welcome, with open arms, the rain-making solo practitioner. Sensing that the rest of the class, who pretty much understood this point, was getting restless, I let it go. Whether the student in question ever got it is something I don’t know, but now I understand that some sort of misinformation or consequence of faulty reasoning got wired into his head, namely, the notion that no one can become a partner in a law firm without working at least seven years as an associate at that firm, and it just wasn’t going to be unhooked.
For me, the question is whether some people are genetically or otherwise constituted so that their brains are more easily hard wired or more resistant to re-wiring through education. If the answer is yes, then I wonder whether it is a futile exercise to try to help such people get it right. Someone sufficiently convinced that one plus one equals seven might not ever understand that one plus one equals two no matter what a teacher does, no matter how many classes the person takes, no matter how much reading the person undertakes. Scary. Very scary. Especially when the outcome of a collective effort by an aggregation of such individuals bestows on the nation or the world a gift of truly ignorant leadership.
Kaplan believes that “Even the brightest among us are run by the same limbic system that ran us when we roamed the savannahs. Even the best-educated citizens sometimes can’t help being bedazzled by illusion, seduced by spectacle and misled by morons. Our public education system may be failing us, but even in the most splendid of educational circumstances, schooling can’t prevent smart people from occasionally being totally wrong about the facts.” It would be wonderful if I, or anyone, could prove Kaplan wrong. Or rebut Keohane’s report. Or refute Nyhan’s studies. Perhaps that will happen. But until it does, we must give serious credence to the possibility that the limbic system gets in the way of the sapiens part of sapiens sapiens, and that it might make sense to invest more time and money figuring out better ways to re-wire badly hard-wired brains. Why? Because if that doesn’t happen, we’re in for a long stretch of political polarization and the even worse consequences that it can and will bring. It will make most tax policy debate a luxury that will slide to a very deep back burner. But in the meantime, I intend to continue teaching, and will continue trying to shake students who have a hard-wired adherence to passive learning out of that mindset, to persuade students beholden to a disdain for class preparation that their approach has been disproven, and to encourage the sort of intellectual curiosity that has constrained unbridled limbic system behavior. But in the back of my mind will be that wee bit of doubt, something about exercise and futility.