Too Much of a Good Thing: Differentiating Intellectual Humility from Servility in Higher Education

Autor/inn/en	Mcelroy-Heltzel, Stacey E.; Davis, Don E.; Hook, Joshua N.; Battaly, Heather D.
Titel	Too Much of a Good Thing: Differentiating Intellectual Humility from Servility in Higher Education
Quelle	In: Journal of Moral Education, 52 (2023) 1, S.21-33 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mcelroy-Heltzel, Stacey E.) ORCID (Hook, Joshua N.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7240
DOI	10.1080/03057240.2022.2126829
Schlagwörter	Personality Problems; Moral Values; Intervention; Outcomes of Education; Ethics; Intellectual Development; Disadvantaged; Citizen Participation; Correlation; Undergraduate Students; Student Diversity; Risk; Interpersonal Relationship; Self Concept; Minority Group Students; Personality Measures; Social Media; Personality Traits; Race + Suchen Sie Ihr Suchwort? Moral value; Ethischer Wert; Lernleistung; Schulerfolg; Ethik; Mental development; Geistige Entwicklung; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Korrelation; Risiko; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Selbstkonzept; Soziale Medien; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Rasse; Abstammung
Abstract	Recent studies have suggested that intellectual humility (IH) might facilitate (a) better learning outcomes, (b) more scientific mindedness, and (c) better peer and professional relationships. However, recent philosophical work has raised concerns that too much IH might lead to intellectual servility (IS), and thus might be vicious (albeit not blameworthy) rather than virtuous. We define IS as a disposition to over-own one's intellectual limitations and disregard one's intellectual strengths. We begin by outlining the importance of distinguishing IS from IH, noting that marginalized social groups (e.g., students of color) may be at greater risk for developing the vice of IS than the vice of intellectual arrogance. Then, in a sample of 94 racially diverse undergraduate students, we provide evidence that IS may be detrimental in educational contexts. IS was positively related to maladaptive perfectionism, and it was negatively related to civic engagement, conscientiousness, and openness. We conclude by discussing implications for fostering virtuous IH in higher educational settings. Namely, if IH interventions do not correct for the possibility of over-owning limitations, we risk exacerbating IS. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01