Chapter 1: Developing intellectual humility in middle and high school students

No one knows everything, and everyone is wrong sometimes.

没有人知道一切，有时每个人都会错。

This is a reality of being human.

这是人类的现实。

However, appreciating that reality and the opportunities for learning and growth that it affords does not come easily.

然而，认识到这一现实以及它所提供的学习和成长的机会并不容易。

Admitting the limits of what we know, staying open to being wrong, and taking seriously the possibility that someone else has a better answer are not, for all of us, natural instincts.

对我们所有人来说，承认我们所知的局限性、对错误持开放态度、认真对待别人有更好答案的可能性，都不是自然本能。

Intellectual humility, as researchers call it, is a virtue that requires cultivation.

正如研究人员所说，智力谦逊是一种需要培养的美德。

Schools are the primary institutions we have for cultivating the knowledge, skills, and virtues that we value in our citizens.

学校是我们培养公民所重视的知识、技能和美德的主要机构。

We ask a lot of schools in this regard, since the cohesiveness of our society, strength of our economy, and stability of our democracy all rely so heavily on how children are prepared for adulthood.

我们在这方面向很多学校提出了要求，因为我们社会的凝聚力、经济的实力和民主的稳定性都在很大程度上取决于孩子们如何为成年做好准备。

We need students to develop literacy and numeracy, along with creativity and problem-solving skills.

我们需要学生培养读写能力和计算能力，以及创造力和解决问题的能力。

We need them to learn to engage constructively with other people, including those whose backgrounds or perspectives differ from their own.

我们需要他们学会与其他人进行建设性的交往，包括那些背景或观点与自己不同的人。

We need them to acquire skills that will serve them in the workforce.

我们需要他们获得能够在劳动力中为他们服务的技能。

Intellectual humility can get lost in this mix.

知识分子的谦逊可能会在这种混合中迷失。

Yet, by internalizing an understanding that we don’t know everything and always have much to learn from others, students can position themselves for lifelong learning and healthy interactions with others.

然而，通过内化我们并不知道一切，总是有很多东西需要向他人学习，学生可以为自己做好终身学习和与他人健康互动的准备。

This chapter discusses what researchers are learning about intellectual humility in the adolescent years .

本章讨论研究人员对青少年时期智力谦逊的了解。

It defines intellectual humility, examines why adolescence is a particularly important and opportune period for cultivating it, reviews the case for schools playing a central role in that effort, and shares recommendations for educators, policymakers, and researchers.

它定义了智力谦逊，探讨了为什么青春期是培养智力谦逊的特别重要和适宜的时期，回顾了学校在这一努力中发挥核心作用的案例，并分享了对教育工作者、政策制定者和研究人员的建议。

An accompanying chapter provides results from nationally representative surveys that examine young people’s, parents’, and teachers’ views of intellectual humility.

随附的一章提供了全国代表性调查的结果，这些调查考察了年轻人、父母和教师对知识分子谦逊的看法。

Intellectual humility has become the subject of a fast-growing body of psychological and philosophical research and debate over the past decade.

在过去的十年里，知识分子的谦逊已经成为快速增长的心理学和哲学研究和辩论的主题。

The literature now contains at least 18 distinct definitions , though most scholars agree that intellectual humility centers on recognizing the limits of one’s own knowledge and the possibility that one’s beliefs are wrong.

目前文献中至少包含 18 种不同的定义，尽管大多数学者都认为，知识谦逊的核心在于认识到自己知识的局限性以及自己的信念可能是错误的。

Synthesizing this literature, Porter and colleagues (2021) proposed a framework that organizes the definitions of intellectual humility along two dimensions.

综合这些文献，波特及其同事（2021）提出了一个框架，从两个维度组织知识谦逊的定义。

The first is whether it emphasizes our own limitations (self) or what we can learn from other people (other).

首先是它是否强调我们自己的局限性（自我）或我们可以从别人身上学到什么（其他）。

The second is whether it is introspective (internal) or expressed outwardly through behavior (external).

二是是内省（内在）还是通过行为向外表现（外在）。

That framework is shown in Figure 1, along with samples of the views that correspond to each quadrant.

该框架如图 1 所示，以及与每个象限对应的视图示例。

The unifying idea across this framework is an awareness that our beliefs are partial and may need revising.

这个框架的统一思想是认识到我们的信念是片面的，可能需要修改。

It is a recognition of the limits of being human and the opportunities those limits provide.

这是对人类局限性以及这些局限性所提供的机会的认识。

Importantly, though, intellectual humility is not a fixed trait that people simply have or do not have.

但重要的是，智力谦逊并不是人们简单地拥有或不具备的固定特征。

A person can be more intellectually humble in certain situations and can become more (or less) intellectually humble over time.

一个人在某些情况下可以在智力上更加谦虚，并且随着时间的推移可以在智力上变得更加（或更少）谦虚。

Cultivating intellectual humility offers benefits to the individual and to those with whom they interact.

培养知识上的谦逊对个人以及与他们交往的人都有好处。

Intellectually humble people are better at spotting misinformation , less likely to endorse conspiracy theories , and less hostile toward people who disagree with them.

智力谦虚的人更善于发现错误信息，不太可能支持阴谋论，并且对不同意他们的人也不太怀有敌意。

They are more willing to question the conventional wisdom of their ingroup —a notable trait in an era of heightened partisanship and information silos.

他们更愿意质疑内部群体的传统智慧——这在党派之争和信息孤岛加剧的时代是一个显着特征。

It’s worth considering, too, what intellectual humility is not.

同样值得考虑的是，知识谦逊不是什么。

It isn’t just another name for open-mindedness or curiosity.

它不仅仅是思想开放或好奇心的另一个名字。

Open-mindedness emphasizes weighing different views, while curiosity emphasizes a desire to learn.

开放的思想强调权衡不同的观点，而好奇心则强调学习的欲望。

While these virtues are related to intellectual humility , neither of them explicitly requires acknowledging the limits of one’s own knowledge, which is the hallmark of intellectual humility.

虽然这些美德与知识谦逊有关，但它们都没有明确要求承认自己知识的局限性，而这是知识谦逊的标志。

Additionally, being intellectually humble does not require us to abandon our knowledge or convictions, capitulate to others, or doubt everything constantly.

此外，在理智上保持谦虚并不要求我们放弃我们的知识或信念、向他人屈服或不断怀疑一切。

In fact, research does not show that intellectually humble people are more likely to doubt every belief they hold.

事实上，研究并没有表明智力低下的人更有可能怀疑他们所持有的每一个信念。

Adolescence is a complex, socially charged stage of development.

青春期是一个复杂的、充满社会色彩的发展阶段。

It marks a transition from childhood to young adulthood that reshapes young people’s emerging identity, self-concept, and posture toward their own knowledge and its limits.

它标志着从童年到青年时期的转变，重塑了年轻人新兴的身份、自我概念以及对自己知识及其局限性的态度。

A growing body of research suggests this may be a prime period of life for developing intellectual humility.

越来越多的研究表明，这可能是一生中培养智力谦逊的黄金时期。

Intellectual humility requires higher-level cognition, including metacognition (the ability to reflect on one’s own thinking) and social cognition (the ability to understand and interact constructively with others).

理智的谦逊需要更高层次的认知，包括元认知（反思自己思维的能力）和社会认知（理解他人并与他人建设性互动的能力）。

Even young children show meaningful capacities in these areas, and these abilities become more sophisticated in the teenage years, as adolescents become better able to evaluate their own and others’ knowledge, weigh competing information, and calibrate their confidence appropriately.

即使是幼儿在这些领域也表现出了有意义的能力，并且这些能力在青少年时期变得更加复杂，因为青少年能够更好地评估自己和他人的知识，权衡竞争信息并适当地调整他们的信心。

Self-understanding follows a similar arc.

自我理解也遵循类似的轨迹。

Children’s self-views tend to be simple and uniformly positive, while self-assessments grow more nuanced and accurate from late childhood through adolescence.

儿童的自我观往往是简单且一致积极的，而从童年后期到青春期，自我评价变得更加细致和准确。

An awareness of one’s limitations is a critical ingredient for developing intellectual humility.

意识到自己的局限性是培养谦逊的智力的关键因素。

This time of life also brings complexities and challenges.

人生的这个时期也带来了复杂性和挑战。

Adolescence is a period of asserting independence, so efforts to nurture intellectual humility must avoid undercutting adolescents’ self-confidence and autonomy.

青春期是主张独立的时期，因此培养智力谦逊的努力必须避免削弱青少年的自信心和自主性。

Moreover, adolescents may find that their environments send mixed signals.

此外，青少年可能会发现他们的环境发出混合信号。

Some contexts, like classrooms, may reward intellectual humility, while other settings, like peer groups, may reward the appearance of self-assurance instead.

有些环境，比如教室，可能会奖励智力上的谦逊，而其他环境，比如同龄人群体，可能会奖励自信的表现。

As we discuss below, educators (and parents) have roles to play in shaping these contexts.

正如我们下面讨论的，教育工作者（和家长）在塑造这些环境方面可以发挥作用。

In other words, cultivating intellectual humility in adolescence is not easy.

换句话说，在青春期培养理智上的谦逊并不容易。

Yet, adolescents’ sophisticated cognitive abilities and capacity for nuanced self-understanding provide a window for the cultivation of intellectual humility.

然而，青少年复杂的认知能力和细致入微的自我理解能力为培养知识谦逊提供了一个窗口。

Having established that developing intellectual humility in the middle and high school years is feasible, we turn now to the ways it is also beneficial.

确定在初中和高中时期培养智力谦逊是可行的，我们现在转向它也是有益的方式。

This includes supporting adolescents’ intellectual, social, and civic development.

这包括支持青少年的智力、社会和公民发展。

Intellectual development .

智力开发。

Adolescence is a period of significant intellectual growth, as young people’s growing independence and search for identity drive them to question assumptions and explore ideas for themselves.

青春期是智力显着增长的时期，年轻人日益独立和对身份的追求促使他们质疑假设并为自己探索想法。

That same push toward independence, however, carries risk.

然而，同样的推动独立也存在风险。

It can fuel resistance to legitimate authority and greater susceptibility to misinformation , as adolescents test new sources of information and start forming views of their own.

当青少年测试新的信息来源并开始形成自己的观点时，它可能会加剧对合法权威的抵制，并更容易受到错误信息的影响。

Intellectual humility offers a check against that risk.

知识分子的谦逊可以抑制这种风险。

By prompting people to examine their own biases and blind spots, it can help adolescents tell credible information from false information, without dismissing legitimate expertise along the way.

通过促使人们检查自己的偏见和盲点，它可以帮助青少年区分可信信息和虚假信息，而不会在此过程中忽视合法的专业知识。

Social development .

社会发展。

Adolescents face complex social challenges.

青少年面临着复杂的社会挑战。

This can include conflicts with parents, new romantic relationships, and growing reliance on peers.

这可能包括与父母的冲突、新的恋爱关系以及对同龄人的日益依赖。

Intellectual humility appears to facilitate healthier handling of interpersonal conflict and help young people become more empathetic and more satisfied with their relationships .

理智上的谦逊似乎有助于更健康地处理人际冲突，并帮助年轻人变得更有同理心，对自己的人际关系更加满意。

Cultivating intellectual humility in adolescence, then, may improve the quality of young people’s relationships at a stage when social connections are strongly associated with well-being.

因此，在青春期培养谦虚的思想可能会提高年轻人在社会关系与幸福密切相关的阶段的人际关系质量。

Civic development .

公民发展。

Adolescence is a time when many people show a deeper interest in understanding the world they live in and how they can contribute to that world.

青春期是许多人对了解他们所生活的世界以及如何为这个世界做出贡献表现出更浓厚兴趣的时期。

Research indicates that intellectual humility is positively correlated with interest in politics and political discussions , while being negatively correlated with affective polarization (i.e., the tendency to view one’s own group favorably while feeling distrust or hostility toward opposing groups).

研究表明，智力谦逊与对政治和政治讨论的兴趣呈正相关，而与情感极化（即倾向于有利地看待自己的群体，同时对反对群体感到不信任或敌意）负相关。

This suggests that intellectual humility may contribute to healthier forms of civic engagement, especially in a period of deep political divisions.

这表明，知识分子的谦逊可能有助于更健康的公民参与形式，尤其是在政治分歧严重的时期。

Research indicates that adolescents are developmentally capable of intellectual humility and benefit from its cultivation.

研究表明，青少年具有智力谦逊的发展能力，并从这种培养中受益。

How, then, can schools help in this pursuit?

那么，学校如何帮助实现这一目标呢？

An emerging literature suggests that the keys may be to value, model, and practice intellectual humility in the classroom.

一项新兴文献表明，关键可能是在课堂上重视、示范和实践知识谦逊。

One promising approach is for educators to build “ learning cultures ” rather than “brilliance cultures.” These are classrooms that reward curiosity and exploration over “looking smart.” A related way of putting this comes from Jenny Anderson and Rebecca Winthrop in “ The Disengaged Teen ,” where the authors argue for moving students from “passenger,” “achiever,” or “resister” mode to “explorer” mode.

一种有希望的方法是教育工作者建立“学习文化”而不是“才华文化”。这些教室奖励好奇心和探索精神，而不是“看起来很聪明”。詹妮·安德森（Jenny Anderson）和丽贝卡·温思罗普（Rebecca Winthrop）在《脱离的青少年》中提出了一种相关的说法，其中作者主张将学生从“乘客”、“成就者”或“抵抗者”模式转变为“探索者”模式。

A study of sixth and seventh graders showed that classroom cultures oriented around learning led students to become more intellectually humble.

一项针对六年级和七年级学生的研究表明，以学习为导向的课堂文化使学生在智力上变得更加谦虚。

On the other hand, brilliance cultures, where success is seen as requiring exceptional innate ability, leave students worried that showing intellectual humility (or admitting confusion) will cost them socially or academically.

另一方面，在才华横溢的文化中，成功被认为需要非凡的先天能力，这让学生担心表现出智力上的谦逊（或承认困惑）会让他们在社交或学业上付出代价。

That concern compounds a broader problem, as many students learn early on that school rewards knowing answers more than asking questions.

这种担忧加剧了一个更广泛的问题，因为许多学生很早就了解到，学校更奖励知道答案而不是提出问题。

In fact, research indicates that teachers can increase students’ curiosity by directly teaching students how to ask good questions and encouraging them to do so.

事实上，研究表明，教师可以通过直接教学生如何提出好问题并鼓励他们这样做来增加学生的好奇心。

Teachers can also help students develop intellectual humility by modeling it themselves.

教师还可以通过自己树立榜样来帮助学生培养智力上的谦逊。

Porter, Leary, and Cimpian (2026) reported on several experiments and analyses that examined the relationships between teachers’ intellectual humility and students’ interest, engagement, and learning.

Porter、Leary 和 Cimpian (2026) 报告了几项实验和分析，研究了教师的智力谦逊与学生的兴趣、参与和学习之间的关系。

They found that students were more engaged in class, felt more accepted by the teacher, and were more comfortable expressing intellectual humility when teachers modeled it in the classroom.

他们发现，当老师在课堂上示范时，学生们更加投入课堂，感觉更被老师接受，并且更愿意表达知识谦逊。

They note that teachers’ words and actions provide cues to students about how to handle their mistakes and confusion.

他们指出，教师的言行为学生提供了如何处理错误和困惑的线索。

This can be as subtle as being thoughtful about how teachers respond to their own mistakes in the classroom.

这可以像思考教师如何应对自己在课堂上的错误一样微妙。

Educating for intellectual humility can happen across subjects, as any teacher can model it.

知识谦逊教育可以跨学科进行，任何老师都可以效仿。

Yet, social studies and science present particular opportunities to cultivate intellectual humility.

然而，社会研究和科学为培养知识谦逊提供了特殊的机会。

Social studies classes are where many students learn about societal issues and the conflicting perspectives that people have on them.

社会研究课程是许多学生了解社会问题以及人们对这些问题的相互冲突的观点的地方。

Meanwhile, science classes are places to learn the scientific method, which is rooted in the same principles as intellectual humility.

与此同时，科学课程是学习科学方法的场所，科学方法的基础与知识谦逊相同。

These subjects also present challenges alongside those opportunities.

这些主题在带来机遇的同时也带来了挑战。

Social studies classes may require the steady, trained hand of a teacher to navigate potentially fraught discussions of sensitive subjects.

社会研究课程可能需要稳定且训练有素的教师来引导可能令人担忧的敏感主题讨论。

In science classes, one such challenge is modeling intellectual humility without undermining credible expertise.

在科学课上，这样的挑战之一就是在不损害可信专业知识的情况下塑造知识谦逊的形象。

Much “post-truth” rhetoric and science denial can superficially resemble intellectual humility in its appeal to uncertainty.

许多“后真相”言论和对科学的否定表面上与知识分子的谦逊在吸引不确定性方面相似。

However, intellectual humility does not entail doubting everything , and it opposes dismissing expertise to cling to preferred beliefs.

然而，智力上的谦逊并不意味着怀疑一切，它反对放弃专业知识而坚持偏爱的信念。

Educators can help students navigate that tension by teaching how experts collaborate to build credible knowledge despite their own limitations.

教育工作者可以通过教授专家如何克服自身的局限性，合作建立可信的知识，从而帮助学生应对这种紧张局势。

We are interested in making intellectual humility more accessible to educators who might wish to incorporate it into their classroom instruction.

我们有兴趣让希望将知识谦逊纳入课堂教学的教育工作者更容易理解。

This includes developing school-friendly ways of introducing the topic to students.

这包括开发适合学校的方式向学生介绍该主题。

We approached this work by seeking to create a measure of intellectual humility that is both rigorously developed and engaging in a classroom setting.

我们通过寻求创建一种既严格发展又参与课堂环境的知识谦逊衡量标准来完成这项工作。

By assessing how intellectually humble students are at a given time, educators can start a discussion about why intellectual humility matters and how to develop it.

通过评估学生在特定时间的智力谦虚程度，教育工作者可以开始讨论为什么智力谦逊很重要以及如何培养它。

We conducted a study in partnership with three high schools.

我们与三所高中合作进行了一项研究。

For the study, students completed a survey-based task.

在这项研究中，学生完成了一项基于调查的任务。

We presented students (N=961) with a “controversial” issue—such as school cellphone bans, or the use of SAT or ACT scores in college admissions—and observed how students engaged with opinions and research that contradicted their views.

我们向学生（N=961）提出了一个“有争议”的问题——例如学校手机禁令，或在大学招生中使用 SAT 或 ACT 成绩——并观察学生如何参与与他们观点相矛盾的观点和研究。

Based on their responses, we created measures of their intellectual humility.

根据他们的回答，我们制定了衡量他们智力谦逊的措施。

We also administered existing (though less engaging) questionnaires for measuring intellectual humility, curiosity, and creativity.

我们还管理了现有的（尽管不太吸引人的）调查问卷，用于衡量智力谦逊、好奇心和创造力。

This allowed us to check if our new measure assessed intellectual humility specifically rather than more general ways of thinking.

这使我们能够检查我们的新衡量标准是否专门评估了智力谦逊，而不是更普遍的思维方式。

The task began by describing an issue and noting that views on that issue vary.

该任务首先描述一个问题并注意到对该问题的看法有所不同。

Students immediately stated which side of the debate they were on, indicated the strength of their conviction, and wrote a few sentences describing their initial position on the issue.

学生们立即表明他们站在辩论的哪一边，表明他们的信念的强度，并写了几句话来描述他们在这个问题上的初步立场。

Next, we presented a series of perspectives —comments attributed to other students or teachers.

接下来，我们提出了一系列观点——其他学生或老师的评论。

Some of these comments agreed with the student’s position; some disagreed.

其中一些评论同意该学生的立场；有些人不同意。

Comments appeared one at a time, but they did not appear automatically.

评论一次出现一个，但不会自动出现。

Students had to request each one, knowing only which side of the debate it represented (e.g., “Would you like to read a comment from another student who thinks …?”).

学生必须提出每个问题，只知道它代表辩论的哪一方（例如，“您想阅读另一位认为……的学生的评论吗？”）。

If they chose to read it, we asked for their reaction (as an emoji).

如果他们选择阅读，我们会询问他们的反应（作为表情符号）。

We recorded how many of these comments they chose to read—for and against their own position—and how they reacted to them.

我们记录了他们选择阅读的评论数量（支持或反对自己的立场）以及他们对这些评论的反应。

We then presented a parallel set of research findings , some supporting the student’s position and some opposing it.

然后我们提出了一组平行的研究结果，一些支持学生的立场，一些反对它。

For example, these findings could mention a study showing that students who get high SAT or ACT scores tend to earn good grades in college (an argument for using the exams in college admissions)—or that test anxiety can negatively affect students’ test scores (an argument against).

例如，这些发现可以提到一项研究，该研究表明，获得高 SAT 或 ACT 分数的学生往往会在大学取得好成绩（这是在大学招生中使用考试的一个论点），或者测试焦虑会对学生的考试成绩产生负面影响（一个反对的论点）。

Again, students decided each time whether to open a finding (e.g., “Would you like to read another research finding cited by people who think …?”) and reacted with an emoji if they did.

同样，学生每次决定是否打开一个发现（例如，“你想阅读认为……的人引用的另一项研究发现吗？”），如果打开，则用表情符号做出反应。

After students had engaged with as much or as little of this material as they chose, we asked for their final position on the issue.

在学生们根据自己的选择尽可能多或尽可能少地接触这些材料后，我们询问他们对此问题的最终立场。

We posed the same set of questions that we had posed at the beginning of the survey.

我们提出了与调查开始时提出的相同的问题。

We also showed them their initial written response and gave them a chance to revise it before submitting their final answer to us.

我们还向他们展示了他们最初的书面回复，并让他们有机会在向我们提交最终答案之前进行修改。

The task was designed to be engaging, appropriate for classroom use, and effective at generating valid measures of intellectual humility.

该任务旨在吸引人，适合课堂使用，并能有效产生有效的智力谦逊衡量标准。

In fact, it generated numerous indicators of intellectual humility.

事实上，它产生了许多知识分子谦逊的指标。

For example, we could count the number of opposing perspectives and research findings that students opted to see.

例如，我们可以计算学生选择看到的相反观点和研究结果的数量。

We could measure whether they responded positively or negatively to that information.

我们可以衡量他们对这些信息的反应是积极还是消极。

We could assess whether seeing new information led them to change their opinions, the strength of their convictions, or their written arguments.

我们可以评估看到新信息是否会导致他们改变观点、信念强度或书面论点。

We could also see what type of person they said they would most like to have a conversation with about the issue: a student or teacher who agrees with them, or one who disagrees.

我们还可以看到他们最想与哪类人就这一问题进行对话：同意他们观点的学生或老师，或者不同意他们的观点的人。

We created a composite measure of intellectual humility from these indicators.

我们根据这些指标创建了一个衡量知识谦逊的综合指标。

We then compared this behavioral measure to how students responded to the questionnaires.

然后，我们将这种行为测量与学生对问卷的回答进行比较。

We found that our measure was strongly correlated with the established intellectual humility questionnaire but not with the separate curiosity or creativity questionnaires.

我们发现我们的测量结果与既定的智力谦逊调查问卷密切相关，但与单独的好奇心或创造力调查问卷无关。

This gives us confidence that the task measured what it was designed to measure (intellectual humility).

这让我们相信该任务测量了其设计目的（智力谦逊）。

Moreover, many students reported that they enjoyed the task, suggesting that this could serve as an effective way to open a classroom conversation about what intellectual humility is, how intellectually humble students are, and how they can work to develop it.

此外，许多学生表示他们喜欢这项任务，并表示这可以作为一种有效的方式来开启课堂对话，讨论什么是智力谦虚、学生的智力谦虚以及他们如何努力发展这种谦虚。

This survey-based task is available to see here and available to download and use here .

此基于调查的任务可在此处查看，并可在此处下载和使用。

No one knows everything, and everyone is wrong sometimes.

没有人知道一切，有时每个人都会错。

This chapter has argued that we should want young people to internalize and appreciate that reality rather than resist it, and that schools are well positioned to help them do so.

本章认为，我们应该希望年轻人内化并欣赏这一现实，而不是抵制它，而学校正好可以帮助他们做到这一点。

Intellectual humility—the disposition to recognize the limits of one’s knowledge and to take seriously the possibility that one is mistaken—is a virtue worth cultivating, and schools are the primary institutions responsible for cultivating virtues, along with knowledge and skills.

知识分子的谦逊——承认自己知识的局限性并认真对待自己犯错的可能性的倾向——是一种值得培养的美德，而学校是负责培养美德以及知识和技能的主要机构。

A growing body of research suggests that adolescence is a prime window for learning to be intellectually humble.

越来越多的研究表明，青春期是学习在智力上谦虚的主要窗口。

This literature review has implications for educators, policymakers, and researchers.

本文献综述对教育工作者、政策制定者和研究人员具有重要意义。

For educators , we see opportunities.

对于教育工作者来说，我们看到了机会。

Educators already have a lot on their plates.

教育工作者已经有很多事情要做。

Most are likely not looking for expansive new obligations or curricula.

大多数人可能不会寻求广泛的新义务或课程。

We do not believe that either is necessary to cultivate intellectual humility.

我们认为，这两者对于培养知识谦逊都不是必要的。

Rather, by working to build “learning cultures” in the classroom that reward curiosity over certainty, teachers can create an environment in which intellectual humility develops naturally.

相反，通过努力在课堂上建立奖励好奇心而不是确定性的“学习文化”，教师可以创造一个自然发展智力谦逊的环境。

Teachers can further this development by modeling intellectual humility themselves and, in many settings, encouraging constructive dialogue among students who disagree.

教师可以通过自己树立学术谦逊的榜样，并在许多情况下鼓励不同意见的学生之间进行建设性对话，从而进一步促进这种发展。

For policymakers , we hope for attention, creativity, and restraint.

对于政策制定者来说，我们希望有关注、有创造力、有克制。

Local and state policymakers can examine whether policies and content standards—especially, but not exclusively, in social studies—provide educators with enough latitude to help students challenge their own ideas.

地方和州的政策制定者可以检查政策和内容标准（特别是但不限于社会研究）是否为教育工作者提供了足够的自由度来帮助学生挑战自己的想法。

For example, policymakers could revisit state policies restricting discussions of controversial issues , which may undermine these efforts.

例如，政策制定者可以重新审视限制讨论有争议问题的国家政策，这可能会破坏这些努力。

Notably, the results from our educator survey show that many teachers would like to receive training in how to cultivate intellectual humility in their classrooms.

值得注意的是，我们的教育工作者调查结果表明，许多教师希望接受如何在课堂上培养知识谦逊的培训。

For researchers , we see opportunities to enrich our understanding of how, specifically, middle and high schools can cultivate intellectual humility.

对于研究人员来说，我们看到了丰富我们对初中和高中如何培养智力谦逊的理解的机会。

This research literature has grown considerably over the last decade, but neither schools nor adolescents have received the attention they deserve.

在过去的十年里，这些研究文献有了相当大的增长，但学校和青少年都没有得到应有的关注。

By designing tools and approaches for classroom use—and rigorously evaluating those tools and approaches—researchers can simultaneously advance the research literature and help equip the institutions charged with developing virtue to do so more effectively.

通过设计供课堂使用的工具和方法，并严格评估这些工具和方法，研究人员可以同时推进研究文献，并帮助负责培养美德的机构更有效地开展这项工作。

Finally, this effort should remain responsive to the students, parents, and educators it is meant to serve.

最后，这项工作应该继续响应其服务对象的学生、家长和教育工作者。

How much do they value intellectual humility, and how, if at all, would they like to see schools pursue its development?

他们有多重视知识谦逊？如果有的话，他们希望学校如何追求谦逊的发展？

These questions are the focus of the chapter that follows.

这些问题是后续章节的重点。

Read Chapter 2: “Youth, parent, and teacher perspectives on intellectual humility” →

阅读第二章：“青少年、家长和老师对知识谦逊的看法”→

This project was made possible through the support of Grant 62974 from the John Templeton Foundation.

该项目是在约翰·邓普顿基金会 62974 号拨款的支持下得以实现的。

The opinions expressed in this publication are those of the authors and do not necessarily reflect the views of the John Templeton Foundation.

本出版物中表达的观点仅代表作者的观点，并不一定反映约翰·邓普顿基金会的观点。

Brookings is committed to quality, independence, and impact in all of its work.

布鲁金斯学会致力于其所有工作的质量、独立性和影响力。

Activities supported by its donors reflect this commitment and the analysis and recommendations are solely determined by the scholars.

捐助者支持的活动反映了这一承诺，分析和建议完全由学者决定。

The Brookings Institution is committed to quality, independence, and impact.

布鲁金斯学会致力于质量、独立性和影响力。

We are supported by a diverse array of funders .

我们得到了众多资助者的支持。

In line with our values and policies , each Brookings publication represents the sole views of its author(s).

根据我们的价值观和政策，布鲁金斯学会的每份出版物均代表其作者的唯一观点。