The Vulnerability of Learning

We're Expected to Know Things

Many of us grew up associating the experience of not knowing something with some sort of negative consequence. Perhaps we were humiliated in front of our classmates when we gave the wrong answer to a teacher's question or perhaps a parent was disappointed in us for not knowing something they expected us to know. One way or another, it's very easy to fall into the habit of believing that it's better to pretend to know something than to admit we don't know it. We start to feel that to know is to have power, to not know is to be vulnerable.

This is especially true in academia. Faculty are supposed to be experts in their fields, students are held to high standards of knowledge and understanding. In many people's minds, the whole point of higher education is to know more. As a TA, you might feel as though you're supposed to already know all the answers to students' questions, and not knowing means you're not qualified to do the job. And if a student thinks you expect them to already know something, they might avoid conversations that could reveal what they don't actually know.

But pretending to know things we don't can have some very negative consequences too...

The First Step...

It's very difficult to learn something if you can't admit you don't already know it.

Not to spoil the mystery, but neither you nor the students you work with will know everything. Nor will the faculty. When we discuss Effective Feedback, we will talk about ways you can actually use your moments of not knowing to improve student learning. But, for now, just know that admitting you don't know a thing is a powerful first step towards learning that thing.

Encouraging Vulnerability in Learning Spaces

While the video below is longer than most of the other videos in this course, it addresses many of the lessons we hope you learn about creating inclusive learning spaces. In particular, take note of the role that vulnerability has in the learning process.

Please note that this video was recorded several years ago and standard usages of gendered language have evolved since then. When the speaker uses the phrase "men and women" try to hear "people".