Critical Analysis
The article articulates the idea that one must have, and teach, the ability to be open minded without being gullible. Open mindedness does not mean simply believing anything that one hears. Rather, having an open mind implies the ability to listen critically to what one is told, without dismissing it out of hand, and integrating it into one’s own mental schema. The article argues that it is wise to have an open, but selective mind, and this seems incredibly apt. This does not mean one gives credence to any opinion, simply that one does not dismiss an idea outright because it is novel to the listener. On the other hand, the unexamined assumption, a mind too open to suggestion without critical thought, can lead to adopting false principals into one’s view of the world. One must also be aware that being open minded does not mean one is right. It simply means that one entertains possibilities. In regards to teaching, this involves putting weight on both the teacher and the student. The former must continue their own studies, and accept the possibility they may need to continue to grow and learn. The later must be willing to both challenge and be challenged. They must be willing to take on their professors, and address inconsistencies they see, while still retaining the sense that they are learning. Overall, it is vital to seek out increased knowledge, to do one’s best to continue to expand one’s horizons, and to do so deliberately. It is the duty of the open-minded individual to find new stimulus, and to evaluate that stimulus reflectively.
