Independent Thinking and Conformity

The ways in which teachers think about teaching and learning is vital if we want a vibrant educational environment that is conducive to student growth. Communities of learning can flourish if teachers become imaginative thinkers who view school culture from an alternative point of view. Schools can also help nurture keen learners if teachers think empathetically, trying to vicariously experience what their students routinely undergo by viewing things from their perspective. Another important mode of thinking is for teachers to think independently, where they reflect carefully on educational matters and reach conclusions on their own. Despite its importance, the ability to think independently is not something that comes naturally and easily to teachers. Analogous to many important dispositions valuable in teaching, independence in thinking requires conscientious practice and avoiding obstacles that stand in the way. One such hurdle is conforming to what the majority of people regards as being true or correct. Though tempting and prevalent, following the dominant view is not an effective way of thinking about educational issues. The purpose of this present study is to show why it is ineffective and thereby undermine one small factor that can impede the process of independent thinking.