Telling Students it’s O.K. to Fail, but Showing Them it Isn’t: Dissonant Paradigms of Failure in Higher Education
Educators increasingly extol failure as a necessary component of learning and growth. However, students frequently experience failure as a source of fear and anxiety that impedes risk-taking and experimentation. This essay examines the dissonance between these generative and stigmatized paradigms of...
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| Format: | Article |
| Language: | English |
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University of Calgary
2021-03-01
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| Series: | Teaching & Learning Inquiry: The ISSOTL Journal |
| Subjects: | |
| Online Access: | https://journalhosting.ucalgary.ca/index.php/TLI/article/view/68580 |
| _version_ | 1798023118244020224 |
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| author | Paul Feigenbaum |
| author_facet | Paul Feigenbaum |
| author_sort | Paul Feigenbaum |
| collection | DOAJ |
| description | Educators increasingly extol failure as a necessary component of learning and growth. However, students frequently experience failure as a source of fear and anxiety that impedes risk-taking and experimentation. This essay examines the dissonance between these generative and stigmatized paradigms of failure, and it offers ideas for better negotiating this dissonance. After conceptualizing the two paradigms, I examine various factors that reinforce failure’s stigmatization. I emphasize precarious meritocracy, a neoliberal ethos driven by hypercompetitive individualism that makes success a zero-sum game, and that causes especially significant harms on students who are already socially stigmatized. Efforts to ameliorate paradigm dissonance tend to focus on changing student dispositions or lowering the stakes of failure. I instead propose wise interventions that include analyzing the systemic roots of stigmatized failure and making failure a more communal experience. I then briefly address the systemic transformations necessary to cultivate generative failure more broadly. |
| first_indexed | 2024-04-11T17:41:16Z |
| format | Article |
| id | doaj.art-7807ad51219647adaaf0952c03691259 |
| institution | Directory Open Access Journal |
| issn | 2167-4779 2167-4787 |
| language | English |
| last_indexed | 2024-04-11T17:41:16Z |
| publishDate | 2021-03-01 |
| publisher | University of Calgary |
| record_format | Article |
| series | Teaching & Learning Inquiry: The ISSOTL Journal |
| spelling | doaj.art-7807ad51219647adaaf0952c036912592022-12-22T04:11:29ZengUniversity of CalgaryTeaching & Learning Inquiry: The ISSOTL Journal2167-47792167-47872021-03-019110.20343/teachlearninqu.9.1.3Telling Students it’s O.K. to Fail, but Showing Them it Isn’t: Dissonant Paradigms of Failure in Higher EducationPaul Feigenbaum0Florida International UniversityEducators increasingly extol failure as a necessary component of learning and growth. However, students frequently experience failure as a source of fear and anxiety that impedes risk-taking and experimentation. This essay examines the dissonance between these generative and stigmatized paradigms of failure, and it offers ideas for better negotiating this dissonance. After conceptualizing the two paradigms, I examine various factors that reinforce failure’s stigmatization. I emphasize precarious meritocracy, a neoliberal ethos driven by hypercompetitive individualism that makes success a zero-sum game, and that causes especially significant harms on students who are already socially stigmatized. Efforts to ameliorate paradigm dissonance tend to focus on changing student dispositions or lowering the stakes of failure. I instead propose wise interventions that include analyzing the systemic roots of stigmatized failure and making failure a more communal experience. I then briefly address the systemic transformations necessary to cultivate generative failure more broadly.https://journalhosting.ucalgary.ca/index.php/TLI/article/view/68580generative failurestigmatized failuremeritocracyprecaritywise interventions |
| spellingShingle | Paul Feigenbaum Telling Students it’s O.K. to Fail, but Showing Them it Isn’t: Dissonant Paradigms of Failure in Higher Education Teaching & Learning Inquiry: The ISSOTL Journal generative failure stigmatized failure meritocracy precarity wise interventions |
| title | Telling Students it’s O.K. to Fail, but Showing Them it Isn’t: Dissonant Paradigms of Failure in Higher Education |
| title_full | Telling Students it’s O.K. to Fail, but Showing Them it Isn’t: Dissonant Paradigms of Failure in Higher Education |
| title_fullStr | Telling Students it’s O.K. to Fail, but Showing Them it Isn’t: Dissonant Paradigms of Failure in Higher Education |
| title_full_unstemmed | Telling Students it’s O.K. to Fail, but Showing Them it Isn’t: Dissonant Paradigms of Failure in Higher Education |
| title_short | Telling Students it’s O.K. to Fail, but Showing Them it Isn’t: Dissonant Paradigms of Failure in Higher Education |
| title_sort | telling students it s o k to fail but showing them it isn t dissonant paradigms of failure in higher education |
| topic | generative failure stigmatized failure meritocracy precarity wise interventions |
| url | https://journalhosting.ucalgary.ca/index.php/TLI/article/view/68580 |
| work_keys_str_mv | AT paulfeigenbaum tellingstudentsitsoktofailbutshowingthemitisntdissonantparadigmsoffailureinhighereducation |