I grew up in a traditional Utah household, with regular church attendance and scrutinized media. My parents and leaders encouraged me to seek out media that was uplifting and aligned with the values of my religion while discarding the rest. I developed some black-and-white thinking that I was forced to confront throughout my education.

For example, while attending Brigham Young University, I had a professor who had us analyze two different scholarly articles. Both papers reported on findings concerning the outcomes of children from same-sex parents, yet their findings differed. We analyzed the different methods used in each study and weighed which one presented stronger evidence.

To my surprise, the evidence tilted toward children from same-sex couples experiencing similar outcomes as children from different-sex couples. As a psychology student, this wasn’t the first time I had encountered evidence that went against my beliefs. But until that point, I often compartmentalized findings I disagreed with and set them aside. Yet here I was, sitting in the classroom of a professor I deeply respected, learning that the strength of the evidence matters far more than whether the conclusion affirms what I expect or want to be true.

I am grateful now that I was asked to engage with ideas that conflicted with my beliefs. As an educator, I worry that higher-ed institutions are increasingly facing pressure to avoid controversial topics or shield students from viewpoints they find objectionable. I also fear that students will be encouraged to opt out of lessons they disagree with. Had I censored my education in the way I censored my media growing up, I would have missed opportunities to better understand people whose experiences differed from my own.

Confronting different points of view was uncomfortable — it challenged my assumptions and even my worldview. Hearing evidence that points out flaws in our thinking is a humbling experience because our prejudices tell us that we’re right. We’re special. It’s education that reminds us we are all human — remarkably alike.

The forward march of science has repeatedly replaced supernatural, biased and fallacious reasoning with evidence. Scientific inquiry helps us understand that many stigmatized human experiences, including mental illness, addiction and variations in sexuality and gender identity, are complex realities rather than moral failings.

This lesson feels especially relevant today.

The Trump administration and many Republican leaders have increased hostility toward higher education and expertise. They have gutted scientific funding, attempted to downsize the Department of Education and limited student loans.

In Utah, HB261 restricted diversity, equity and inclusion programs. It is difficult to ignore rising hostility toward LGBTQ people while education related to race, gender and sexuality is increasingly attacked.

Utah also passed HB204, allowing college students to opt out of assignments that conflict with their strongly held religious or personal beliefs. This bill, while attempting to protect students from deeply objectionable material, does not prioritize intellectual growth.

Not everything taught in a classroom needs to be uncritically accepted. But arguments should be evaluated using critical thinking principles such as weighing evidence, evaluating sources, recognizing conflicts of interest and other biases, and spotting fallacies or poor reasoning.

As Frank Sonnenberg said, “You don’t win a debate by suppressing discussion; you win it with a better argument.”

Simply feeling discomfort when presented with a new perspective is not, on its own, evidence that what is being taught is false. In fact, discomfort is often a sign of learning. It’s an opportunity for students to evaluate, refine and articulate their own views.

Education and the scientific method can act as some of the safeguards against xenophobia and violence. As one report stated, “mounting evidence has shown that investing in education is essential for peacebuilding.”

By practicing humility, skepticism and curiosity, we can prioritize trustworthy information over that which soothes our egos and protects our worldviews. We can ensure that each student is exposed to good evidence, even when — or perhaps especially when — it conflicts with their previously held ideas.

Years of learning and reflection have slowly stripped away any illusion I once harbored about being superior to others in some way. I hope my students have the same opportunities I did for uncensored learning: opportunities to reflect, revise, and help build a more peaceful world.

Veronika Tait holds a Ph.D. in Social Psychology from Brigham Young University. She is currently an assistant professor at Snow College, located in central Utah. The views expressed are her own.

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