Figure 1: Cover of Perils of Perception

Source: http://launch.theaureview.com/books/book-review-bobby-duffys-the-perils-of-perception-is-a-fascinating-study-into-general-ignorance/

Bobby Duffy, in his 2018 book ‘The Perils of Perception’, put forward a tentative set of proposals for how we could ‘manage our misperceptions’.  These are summarised below, together with thoughts as to how we could apply them to geographical education in the context of aiming to achieve a fact-based, optimistic worldview.  Firstly it is worthwhile quoting from Duffy’s preamble:

“[W]e’re not just wrong about the world because our media or politics are misleading us.  Our ignorance and misperception of facts are long-standing, and they persist in very different conditions over time and across countries” (Duffy, 2018: 231).  Although, tellingly, he goes on to say “While we shouldn’t think there was ever an age of perfectly neutral information, we shouldn’t kid ourselves: we’re travelling towards a world where disinformation has more opportunity to be created and travel faster” (p237).

Duffy’s suggestions

Duffy is keen to stress that “there is no magic formula to deal with our misperception” (p248) but also asserts that there are real and practical things that we can do.  These begin with points related to how we think as individuals, before moving through to society-based actions

1. Things are not as bad as we think – and most things are getting better. This chimes with the whole gist of Factfulness.  In Geography, we could set the ‘Ignorance test’ from Gapminder to our students; or perhaps when setting the context for teaching hazards, we could use graphs which show the deaths from hazards decreasing (we do this at my school).  Paul Turner (@geography_paul) has created a scheme of work based on Factfulness, which has its own ‘rules of thumb’ for those who wish to obtain a fact-based worldview (Rosling et al, 2018).  Infographics such as Figure 2 could be placed on walls of classrooms or handed out to students at the start of a unit on development – and then discussed.  I have also shown all or part of the two hour-long documentaries, as well as some of the thought-provoking YouTube videos and TED talks, which are found on the Gapminder website.

Figure 2: The World as 100 People over the last two centuries

Source: https://ourworldindata.org/

2. Accept the emotion but challenge the thought.  As humans we are mentally predisposed to be affected emotionally by certain themes, such as human tragedies, but we should temper our immediate emotional reactions with more deliberative, contemplative thought.  This is more difficult – but as educators we could, for example, set more exercises involving the deeper interrogation of images – such as ‘layers of inference’ activities, which, as Margaret Roberts points out, are common in historical education but which have only recently been adopted by a groundswell of geographers (see Figures 3a and 3b).  For example, students could be given this image…

Figure 3a Man and truck in Calais, 2014

Source: Philippe Huguen / Getty, via https://www.newsweek.com/migrant-lorry-drops-more-double-britain-483218

…and then asked to question it using the following template:

Figure 3b Layers of inference framework

Source Margaret Roberts / GA via https://slideplayer.com/slide/4055725/

3. Cultivate scepticism, but not cynicism. Most of us will have come across the inveterate cynic in our classroom – and even our staffroom – who claims that “climate change is not real”; “poor countries will stay poor – the people are lazy”.  Cynics tend to be oppositional and have a negative mindset.  Scepticism, on the other hand, is a useful skill to cultivate – we should constantly question the veracity of the information we receive and encourage our students to do so to.  ‘Layers of inference’ photo interpretation activities are one way of achieving this – and why not apply the ‘layers of inference’ grid to other kinds of sources – such as newspaper headlines, cartoons, emails, speeches, etc?

4. Other people are not as like us as we think. This is not to say that we should not empathise with others – rather, this means that we should not assume that ‘all we see is all there is’.  In Geography, we should continue to seek out opportunities to see things from others’ points of view.  Decision-making and Issues-based exercises could assist us in this task, as could using resources such as ‘Dollar Street’ (https://www.gapminder.org/dollar-street/matrix – see Figure 4) and using real diary extracts and video footage from people living in other parts of the world.

Figure 4 – Dollar Street

Source: https://s3-eu-west-1.amazonaws.com/static.dollarstreet.org

5. Our focus on extreme examples leads us astray. There are many examples where we stereotype people, often assuming the worst – the news does not help us in this regard.  As Duffy says, “We’re naturally drawn to extreme examples, which means that true but vanishingly rare events or populations take up more of our mental capacity than they deserve” (p241)  When asked about migration, our students (or indeed, our more populist-inclined politicians) may well think about people on boats in the English Channel without putting these flows (in the realm of a few hundred a year) in the context of economic migration (hundreds of thousands a year).  Judicious use of proportional symbols, graphs and maps could help us to counter this tendency.

6. Unfilter our world. It is well known that online, we are to a large extent a slave of algorithms: we live in a ‘filter bubble’.  We reinforce this by ‘liking’ and ‘sharing’ opinions: this results in an ‘echo chamber’ effect.  Governments and corporations have their role to play in dissolving these filters, but so have educators.  Using old favourites like ‘devil’s advocate’ debates could be used more often, and pupils could be given a range of media articles to compare, on issues such as migration and population growth.

7. Critical, statistical and news literacy are going to be difficult to shift, but we can do more.  The task will not be easy: “we won’t be able to teach the human out of our kids, and critical thinking is not a universal guard against misconceptions” (p 244) – but just because a task is difficult does not mean that it should not be attempted: Duffy refers to addressing news literacy as “becoming the social, cultural and political challenge of our time” (ibid).  As educators we need to continue the fight against the trend of transmitting knowledge, and instead increase the proportion of our time dedicated to critical thinking, psychology, and the study of statistics – and these should be delivered by more than one subject.  The breadth of subjects our students follow should also be widened:

• We should encourage the growth of AQA’s Extended Project Qualification – rather than restricting it to the most able students, this should be offered more widely; 60% of its marks come from the student engaging with the process of its completion, for example by undertaking a critical literature review
• Schools and colleges should look again at offering Critical Thinking at A Level – and it is a shame that OCR’s Thinking and Reasoning Skills Level 2 Award was withdrawn last year: with media literacy and fact-based education becoming more important, surely the time has come for a respected and well-promoted replacement?
• The International Baccalaureate is another way of encouraging students to develop their critical, statistical and news literacy, via its Theory of Knowledge and Extended Essay components
• The IB’s Middle Years Programme may be another way of developing critical and reflective – as well as global-minded – students

8. Facts still count, and fact-checking is important. It may sound trite, but facts should be used carefully to back up arguments.  I say carefully, because, as Duffy points out, the academic literature on the use of facts to correct misperceptions shows very mixed results.  In the classroom, in assemblies like this one and this one, and in presentations, I refer to several ‘killer’ facts and graphs, many of the latter gleaned from Max Roser’s thorough, contemporary, and compelling website ‘Our World in Data’ (see Figure 2).  The optimist in me still likes to think that these facts will do the trick.  But I am also aware that “humans naturally look for confirming information, and discount disconfirming information”.  Nevertheless, I am heartened by the existence of cognitive dissonance: with enough evidence, initially unconvinced people will switch, as the ‘pain’ of persuading themselves to accept their original opinion despite the volume of evidence against it outweighs the ‘pain’ of admitting to themselves that they were wrong.

So how can we adapt this insight into our practice as educators?  We can instill the importance of fact-checking throughout a child’s education, we can pick up on misconceptions, and we can pick up on students who quote inaccurate information.  I remember setting a ‘cover page’ activity to Year 9 students on the topic of Hazards and a handful of them mindlessly typed ‘tsunami’ into a search engine, and the first image was this digitally altered image (Figure 5).  This provided a great opportunity to discuss the reliability of sources.

Figure 5 Digitally altered photo of a tsunami

Source: I am unable to attribute this to its original creator, but this was found at

http://jimdrake.blogspot.com/2011/01/technology-tsunami-hits-snyder-texas.html

A fun activity to make students sit up and take notice of inaccuracies is to find a mistake in a textbook and offer a reward to the first student who notices it.  This could also be applied to those who notice mistakes in your own worksheets.  Peer marking for factual errors can also help to remove any stigma which you fear you might be getting as a ‘nit-picking pedant’!

Moreover, teachers should aim to ‘get in there first’ – by teaching accurate world views in primary schools and in the early years of secondary education, rather than leaving until later in the system, when many students following certain subjects may not get to be aware of this all-important life skill.

9. We also need to tell the story. The use of narratives and anecdotes to persuade others of a point of view is as old as rhetoric itself.  They have a power over the human mind that pure facts struggle to muster.  When teaching immigration, for example, it is important to focus on real life stories as well as using quantitative data about the scale of net migration or its economic impacts.  Examples abound, and I use a Guardian Weekend magazine article to personalise migration and to show its range; other resources include https://www.ourmigrationstory.org.uk/

10. Better and deeper engagement is possible. This is where we move from taking evolutionary steps to revolutionary changes!  Duffy mentions that more informed deliberation could help to shift misperceptions and reduce ignorance – and one idea from Bruce Ackerman and James Fishkin (2005) is to hold national ‘deliberation days’ where citizens would be invited to participate in public community discussions.  People would gather in groups of 500 or so to hear presentations and ask questions of experts or representatives.  Attendance would be incentivised, and the events would take place on national holidays, perhaps prior to an election.  Could schools adapt this idea and have ‘deliberation days’ on set topics, rather than leaving debating and philosophising to a self-selecting crowd of confident students?  This would be a step beyond ‘mock elections’ and it could give ‘pupil councils’ a boost so that they could integrate national and global issues – such as plastic pollution or media bias – into their deliberations.  Senior members of corporations, universities and, yes, schools, have ‘away days’ to deliberate on important issues – so why should we not extend this to pupils?  Duffy has trialled these with government and other groups and has seen people change their ways of thinking.

I am conscious that my recent seven-minute assembly on global progress may have given students – and teachers – a momentary pause to think about their worldview, but I know that a fuller programme of engagement will be needed to reach a ‘tipping point’ in attitudes.

One other insight that Duffy makes is to draw our attention to the work of Michael Shermer, the founder of the Skeptics Society.  A summary of his steps to convincing others of the errors of their beliefs is:

1. Keep emotions out of the exchange
2. Discuss, don’t attack (no ad hominem and no ad Hitlerum)
3. Listen carefully and try to articulate the other position accurately
4. Show respect
5. Acknowledge that you understand why someone might hold that opinion
6. Try to show how changing facts does not necessarily mean changing worldviews

Source: Shermer (2017)

I am immensely grateful to Professor Duffy for giving me a structure on which I can build my deliberations for ‘Educating for Hope’.  I hope to build on these in the future and, as always, I welcome further contributions.

David

Ackerman, B. and Fishkin, J. (2005) Deliberation Day (Yale)

Duffy, B. (2018) The Perils of Perception (Atlantic)

Rosling, H, Rosling, O and Rosling-Ronnlund, A (2018) Factfulness (Sceptre)

Shermer, M. (2017) ‘When Facts Backfire’ https://michaelshermer.com/2017/01/when-facts-backfire-why-worldview-threats-undermine-evidence/ accessed 18 January 2019

Name that viewpoint! (Read the article to the end to find out the answer)

Source: TomasEE [CC BY 3.0 (https://creativecommons.org/licenses/by/3.0)%5D

What keeps you awake at night?  For me, sometimes it’s thinking about the next day’s lessons, sometimes it’s the caffeine from an evening cup of tea, and sometimes it’s the Private Eye crossword.  That’s the way I roll.  On a slightly more profound level, I do wonder how to conceptualise what kind of worldview I stand for and advocate.  At some point, this conceptualisation requires a name.  Here are my options.  What do you think?

A fact-based worldview

I use the term ‘fact-based’ frequently – and who would argue against such a premise?  However, it doesn’t seem energetic or enthusiastic enough for me to use as a rallying call – I can imagine it now:

‘What do we want?’ ‘A fact-based worldview!’

‘When do we want it?’ ‘In a suitable and sensible timeframe!’.

A positive worldview

Calling my worldview ‘positive’ would draw attention to the important task of counteracting the negative bias we receive from most of the news, and indeed from our evolutionary instincts to be wary of threats.  But calling it ‘positive’ unfortunately insinuates that it ignores the negatives – that it only provides part of the story – and I do not wish to be accused of selectivity.

A progressive worldview

‘Progressive’ is another alternative I have considered – and, to quote a panellist on the 10 October 2018 episode of Radio 4’s ‘Moral Maze’ devoted to deconstructing the concept, “if you have a problem with progress, try regress”!  But the term ‘progressive’ has been adopted by politically motivated groups to stand in opposition to ‘reactionary’ – and whilst I have sympathies with this viewpoint, I want to avoid politically charged vocabulary, for fear that it might alienate some practitioners and students.  This is a shame, as the concept of ‘progress’ (as opposed to ‘progressive’) is a well-known and broadly supported notion.  In this vein, I heavily recommend interested readers to Steven Pinker’s Enlightenment Now: The Case for Reason, Science, Humanism and Progress (2018).

A hopeful worldview

I settled on ‘hopeful’ a few months ago, as I thought that it conveyed a positive, without being Panglossian, sense of the future.  Also, if Barack Obama’s first election was won on the theme of ‘Hope’, then it shows the power of this word.  I was aware it had a slightly passive ring about it (which I assume is why Obama’s campaign team paired it with the more active ‘Change’), but I still felt that it was the word which best summed up my outlook.

Shepard Fairey’s ‘Hope’ poster for Barack Obama’s 2008 Presidential Campaign

Source: https://en.wikipedia.org/wiki/Barack_Obama_%22Hope%22_poster

I was excited, then, to find that David Hicks had already written an article on ‘A geography of hope’ in the journal ‘Geography’ in 2014 – and I continued to be engaged when in the second paragraph, Hicks writes that he has “an interest in how teachers and learners can stay optimistic and hopeful in such difficult times” (p.5).  Hicks seems to share my worries that hope can be misconstrued as being passive: “there is a significant difference between ‘hoping that’ something will come about (such as the sun shining tomorrow), and the more radical or active hope that is needed to survive in really difficult circumstances. Such hope is ontological: it is what we draw on when we are faced by the worst that life can offer” (ibid: p.9).

However, although I have uncovered a rich source of relevant literature on the subject, there are subtle differences between my worldview and the one outlined by Hicks.  His conception of hope seems to be founded on an ‘alternative’ future, rather than by looking back and celebrating the progress which has already been made towards this goal.  In a personal communication, Hicks says that whilst he certainly thinks that learners should be encouraged to feel more positive about the state of the local/global community, he “would find it difficult to be positive about… the degree of human damage to the biosphere over the last 50+ years”.  My worldview, whilst being pragmatic enough to recognise environmental challenges, nevertheless celebrates achievements in social, economic and environmental spheres and wishes to publicise them.  Additionally, of course, he got there first!  Whilst inspired by it, I do not want to take any credit for the notion of ‘A geography of hope’.

A possibilist worldview

So, what other terms are available to describe the worldview which I am so passionate about?  In Factfulness (2018), Hans Rosling, the doyen of fact-based worldviews, wrote

“I’m a very serious “possibilist”.  That’s something I made up.  It means something who neither hopes without reason, nor fears without reason, someone who constantly resists the overdramatic worldview…. It is having a clear and reasonable idea about how things are.  It is having a worldview that is constructive and useful” (p.69).

So, could ‘possibilist’ be the term that I have been searching for?  I am not so sure: it doesn’t quite trip off the tongue, and it doesn’t quite seem to convey the positive direction that most social and economic, and many environmental, global trends seem to be taking: ‘possible’ outcomes are merely ‘options’ rather than ‘positive’ ones.  Or perhaps there is mileage in taking this word on, not only as a homage to the great man, but also because it doesn’t carry as much political or psychological baggage as many of the alternatives.

An optimistic worldview

Which leaves me with my last choice – should I go with my heart and plump for ‘optimistic’?  In this respect I am in the awkward position of disagreeing with Hans Rosling.  Rosling said that people calling him an optimist made him angry: “I am not an optimist.  That makes me sound naïve” (2018: p.69).  However, I am not so sure.  Is it not possible to both to reframe optimism, and to reclaim it from those who associate it with naivety?

A conundrum

I am torn between ‘possibilist’ and ‘optimistic’.  Which way should I turn?  As always, I welcome your thoughts!

Bibliography

Hicks, D. (2014a) ‘A geography of hope’, Geography, 99, 1, pp. 5-12

Pinker, S (2018) Enlightenment Now (Allen Lane)

Rosling, H, Rosling, O and Rosling-Ronnlund, A (2018) Factfulness (Sceptre)

Answer to ‘name that view’ photo: Stegastein viewpoint, Norway

Source: Wikimedia: https://upload.wikimedia.org/wikipedia/commons/thumb/1/1d/Placemark-globe.svg/768px-Placemark-globe.svg.png

Last month, I put a call out to those involved in geographical education, asking for ideas for how we can redress the negativity present in much of the educational discourse about global affairs, and instead rebalance students’ view of the world towards a more fact-based and progressive one.  Thank you to all who have responded – I have used some of your ideas below, and I have also been pondering and conducting some more research into the issue.

I also have not repeated any of the suggestions/provocations from my previous post, which can be found here. But I have split the articles into two parts: this is the first installment, which contains some practical ideas for educators.  Part two will contain some deeper feedback and ideas for next steps.  I will also use these articles to inform my presentation on ‘The New Optimism and Geography’ at the Geographical Association conference in Manchester in April.

Practical ideas for educators

The original – Gapminder

It has been said many times before, but teachers should endeavour to keep their subject knowledge up to date – and one way of doing this is to take the Gapminder Ignorance quiz yourself (before setting it to your students).  Elena Lengthorn (@ELengthorn) does this with her Geography PGCE students.  There is also a growing list of resources (including videos) at www.gapminder.org.

Source: Gapminder: http://www.gapminder.org

Secondly, could you consider teaching ‘factfulness’ as a discrete ‘skill’ – via one or two lessons (using Gapminder resources) or as a scheme of work in its own right – for example the one developed this year by Paul Turner (@geography_paul)?  This would help students to realise that they are subject to misperceptions brought about by ‘fast thinking’ and other biases.

Paula Cooper collated a set of resources about teaching a fact-based world view in 2010 on the GA (@The_GA) website – https://www.geography.org.uk/Gapminder-and-Worldmapper – and her GCSE resource book  ‘Uneven development – for richer, for poorer’ was published by The GA in 2010.  Both resources contain useful and inspiring ideas about addressing misconceptions, but such is the dynamic nature of this area of Geography that the data and links featured therein require updating (I will be approaching the GA to see if I can get involved in this!).

In a personal communication, Ola Rosling (@OlaRosling) has revealed that the Gapminder Foundation will be training Gapminder Ambassadors, who will be spreading the Factfulness message in the coming years.  I have registered my interest in this initiative – watch this space!

A hero for our times – Captain Geography!

Alan Parkinson (@geoblogs) shared the resources from his session on ‘Positive Geographies’ at the recent Scottish Association of Geography Teachers conference.  He covered a wide range of ways which could be used to inspire and teach students about ‘solutions’ to some of our most complex problems.  These include adopting a character called ‘Captain Geography – a hero for the Anthropocene’.  A few questions to consider here are: What missions should your students send him/her on, and why?  What should his/her superpowers be?  Who would his/her fellow superheroes be?

Agents for change – ‘A Better World Detectives’

Another ‘takeaway’ idea from Alan, for KS2/3 pupils, is to use the resources from TUI, jointly developed with the Geographical Association, called ‘A Better World Detectives’: https://www.tui.co.uk/better-world-detectives

Impartial facts – Our World in Data

We should also know where to point older students towards in order for them to gain facts about the world which are as impartial and up to date as possible – for example, www.ourworldindata.org which is led by Max Roser (@MaxCRoser).  The natural disasters graph shown later in this post comes from this website.

Optimistic outcomes – The World We Made

Could you encourage your students to look at the future via ‘optimistic’ outcomes, so that they might be able to see the fruits of the hard work needed in the years to come?  For example, at the Practical Pedagogies conference this year, Nicholas Garrick (@lightinguplearn) introduced me to Jonathan Porritt’s 2013 book ‘The World We Made’, which is a history of how the world made responsible decisions, told from the perspective of 2050.

Future archaeologies – digging down to the 2010s

Linked to this, and inspired by another session at the Practical Pedagogies conference, by Caron Downes (@caron_downes), I plan to recreate an archaeological ‘dig’.  When teaching resources/sustainability, I will bury items (like plastic bottle caps) from the 2010s in sand and ask students to pretend that they are archaeologists in 2050.  When they dig up each artefact, they can use them to assess how sustainably we lived our lives in the 2010s.

Textbooks – handle with care!

Textbooks should be updated frequently and issued with factual ‘health warnings’.  You could even set ‘fact check challenges’ to see how quickly the data has changed, or could you reward students who find the most significant mistake in a textbook?

Reframing hazards

When Geography teachers consider the way that they frame their approach to hazards, perhaps there should be more focus (excuse the pun) on the immense progress made in terms of managing hazards (especially atmospheric ones) and reducing death tolls?  (See the graph below.)  Is there a need to reframe the study of hazardous events in a more balanced light: it is indeed a step in the right direction to move on from calling them ‘natural disasters’ (Puttick et al, 2018) – but might a further relabelling be beneficial – ‘hazards and resilience’, perhaps?

Global annual death rate from natural disasters [sic], by decade, 1900s-2010s

Source: https://ourworldindata.org/wp-content/uploads/2018/04/Global-annual-death-rate-from-natural-disasters-01.png 

Watch your words!

A Year 9 pupil recently asked me in my lesson, referring to a sketch in a KS3 textbook, “Why is it that India is referred to being ‘halfway down’ the [development] ladder, whereas China is referred to as being ‘halfway up’ it?”.  When we frame geographical questions, should we endeavour to use language which reflects the overall ‘direction’ of the trend?  For instance, rather than asking ‘why do so many people die from disasters?’ we could instead ask ‘why is the number of deaths from natural disasters falling?’.  We could therefore reserve the more ‘worryingly’ framed questions for those trends which are heading in the ‘wrong’ direction, therefore lending them more import.

Next steps

Please keep those ideas coming, and, building on the manifesto put forward by Hans Rosling et al in Factfulness (2018; summarised here), could you also let me know of some further ‘rules of thumb’ which practitioners could follow for managing and overcoming ignorance and misperceptions?

In my next instalment of the ‘Hopeful Geography’ story, I will also be referencing Bobby Duffy’s overview of the psychology of misperceptions ‘The Perils of Perception: why we’re wrong about nearly everything’ (Duffy, 2018) – it’s well worth a read!

Thank you again.

David

Bibliography:

Duffy, B (2018) The Perils of Perception (Atlantic)

Porritt, J (2013) The World We Made (Phaidon)

Puttick, S, Bosher, L and Chmutina, K (2018) ‘Disasters are not natural’ in Teaching Geography 43:3 (Autumn 2018)

Rosling, H, Rosling, O and Rosling-Ronnlund, A (2018) Factfulness (Sceptre)