Posted: September 14th, 2017

BETSY CHITWOOD

BETSY CHITWOOD
In “‘Have It Your Way’: Consumerism and Educa-
tion,” Simon Benlow explains the important differ-
ence between a customer and a student. For example,
he writes, “When I think back to the best teachers
and professors in my education, I recall those who
demanded everything contrary to the consumer-
ist mentality. They insisted on active students; they
made us read staggering amounts of material and
then actively put that material to use; they prompted
us into confusion and disorientation; they made us
uncomfortable, and then, sometimes, offered paths to
clarity.” After reading Benlow’s argument in her second-
semester college writing course, Betsy Chitwood wrote
the following essay in which she supports Benlow’s
point by arguing for the value of confusion in the learn-
ing process.
I have fond memories of my mother saying, “I’m all
discombobulated!” It’s really just an interesting way
of saying you’re confused or disoriented. Of course
she said it to make me laugh and so I didn’t see con-
fusion as a negative aspect of life. But neither did I
realize that confusion is an important element to
learning. Confusion and disorientation are impor-
tant in the learning process because these emotions
force us to go beyond what we know in search of
answers. Also called cognitive disequilibrium, con-
fusion and disorientation create a motivating chal-
lenge to students to explore and take risks as they
step out—or are pushed out—of their comfort zone.
My own experience is offered in support of
this learning process. Stepping out from my famil-
iar surroundings and entering the military brought
about a disorientation that remains unmatched to
this date. Military training included: becoming a
member of a new culture, long hours of study, phys-
ical training, adhering to a regimented lifestyle, no
personal time and all this (and more) on very little
or no sleep. This learning process, albeit an extreme
example, motivated me to take risks and seek ways
to succeed in my chosen career. The impact of the
disorientation was in direct proportion to the per-
sonal growth brought about by my “education” and
it definitely shaped who I am today.
Evidence from academic research supports
this theory. In a study by Craig and Graesser at
the University of Memphis, college students par-
ticipated in an introduction to computer literacy
by using AutoTutor, an intelligence tutoring system
(ITS). The study, which tracked the effect of con-
fusion and other emotions on student’s responses,
showed that a higher percentage (68%) of learning
gains were achieved when the students were met
with confusion (4). Researchers Dalton and Crosby,
in their study of cognitive or psychological dis-
equilibrium, note its usefulness in gaining higher
understanding and personal growth. And develop-
mental psychologist Erik Erikson used the concept
of “crisis” to describe the experience of reaching the
point where you wrestle with confusion to reach
the higher ground of understanding (2). Students
who are reluctant to take on the challenge will find
their learning experience stifled and their educa-
tion slow, but those who meet the challenge will
realize a higher level of knowledge and self aware-
ness. American psychologist Lawrence Kohlberg
refers to disequilibrium as a means to improve
understanding concerning moral and ethical situ-
ations stating, “Without such conflict and struggle
moral reasoning can become stuck at conventional
and conformist levels of thinking” (2). Psychologist
and educator Nevitt Sanford suggests experiences
of psychological discord produce internal conflict.
This conflict pushes students to go beyond their
inner limits and enter into new understanding,
joining their previous knowledge with a new level
of knowing.
Some may disagree with the use of confusion
as a tool in the learning process, stating that stu-
dents may remain at a standstill if the confusion or
challenge is too great. Since we are not all alike, not
all techniques will have the same effect. Although
students may be motivated by a challenge, some
may need support in order to step into learning.
Finding balance between challenge and support is
the key. From parent to professor, a teacher needs
an awareness of a student’s ability to meet chal-
lenges and their need for support. Chickering
suggests that an optimum learning climate uses a
balance of challenge and support appropriate for
each student’s educational level (qtd. in Dalton and
Crosby 1).
We must all face confusion at times. Anytime
we encounter something we don’t understand, and
knowledge is required that is not stored in our
challenge is too great. Since we are not all alike, not
all techniques will have the same effect. Although
students may be motivated by a challenge, some
may need support in order to step into learning.
Finding balance between challenge and support is
the key. From parent to professor, a teacher needs
an awareness of a student’s ability to meet chal-
lenges and their need for support. Chickering
suggests that an optimum learning climate uses a
balance of challenge and support appropriate for
each student’s educational level (qtd. in Dalton and
Crosby 1).
We must all face confusion at times. Anytime
we encounter something we don’t understand, and
knowledge memory banks, we will be confused. Confusion
won’t last long if we realize that it is a means to an
end. We need to think it through, find answers—or
whatever is required—and gain understanding to
go on. Each time we find success, we can draw on
this experience to take on the next challenge. If we
are not willing to use confusion to our advantage
as an educational tool, we may feel frustrated and
not know where to turn. If this continues we may
become discouraged in our education, lose motiva-
tion, and give up or struggle along while we seek
ways to alleviate these feelings.
In his essay “‘Have It Your Way’: Consumerism
Invades Education,” Simon Benlow states, “the best
teachers . . . prompted us into confusion and disori-
entation . . . and then, sometimes, offered paths to
clarity.” Paths to clarity must be found as we seek to
restore an inner harmony. Students who search out
their own paths will find these paths lead not only
to higher understanding, but more importantly,
they are building character, confidence and produc-
ing the content of who they are becoming.
Confusion and disorientation, appearing to
some as negative, unwelcome intruders, are actu-
ally the seeds of personal growth and higher under-
standing. If we see these emotions as seeds of
opportunity, and not something to be avoided or
anesthetized, we will find that we have the fortitude
to face them head on. If we take what knowledge
we have and add what we can acquire, we will reach
higher awareness on an educational and personal
level.

Analyzing Argument
1. What is the essay’s main claim?
5. How does Chitwood’s voice help the reader
understand and accept her position? Use excerpts
from the essay to support your claim.
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