Having never viewed myself as an expert and periodically believed I’m an imposter just waiting to be found out, I went a long time without worrying about the so-called curse of knowledge. I couldn’t possibly know too much math and chemistry, the content I teach.
I recently overheard a faculty member talking about students, and it wasn’t good. She sounded very much like a conference presenter whom Melanie Cooper describes in a Journal of Chemical Education editorial. The presenter’s talk had a strong “students these days” undercurrent.
Here’s a great story. A graduate student is attending a lecture being given by one of her intellectual heroes, the Brazilian educator and theorist Paulo Freire. She takes notes furiously, trying to capture as many of his words as possible. Seeing that she is keenly
