Page 91 - e-Kongre Bildiriler Kitabı

1987). It requires a degree of self-reflection and critique, and a willingness or ability to lower cognitive
boundary defenses, and wrestle with novel ideas (Ghanizadeh, 2017). In this way, critical thinking
requires a tolerance for a liminal, cognitive space where one is able to reflect on something with a critical,
but open posture. It lies in sharp opposition to the protective, boundary-enforcing role played by disgust
and other strong emotions (Kaplan, Gimbel, & Harris, 2016). As emotions, specifically disgust, are
heightened, tolerance for the ambiguous, challenging, and liminal are suppressed in favor of the comfort
of the binary me/other (Lupton, 2014). This effect has already been noted before the pandemic in student
reactions to more disgust-inducing lessons (Randler, Hummel, & Wüst-Ackermann, 2013). Thus, during
this current pandemic, along with all the other challenges facing modern education, student and educator
critical thinking skills are also at risk. So, while the goal of higher education includes what is essentially
an expansion and loosening of one’s boundaries, the emotion of disgust is acting as a counterforce,
shoring up boundaries and protecting against the novel, liminal, and other and therefore against learning
itself (Lupton, 2014).

One impact of a reduced capacity for critical thinking is centered on a current problem facing
higher education: the tension between what may more broadly be considered training vs. education
(Erikson, & Eriskon, 2019; Mitchell, 1987). An essential aspect of education is critical thinking.
Considered a destabilizing force, critical thinking requires the student to question assumptions and
critique beliefs, creating a sort of dissatisfaction with their current state. In contrast, training encourages
certainty. Training offers comfort; a sense of knowing and stability in place of nagging doubt. Both are
aspects of higher education and can be critiqued through multiple lenses. Moreover, both are far more
complex topics than room allows for in this current article beyond noting that critical thinking is
obviously a much more elusive goal to achieve and as such, is often sacrificed (Erikson & Erikson, 2019;
Janssen et al., 2019). The current pandemic climate further heightens this risk as educators and students
alike grapple with their own disgust reactions and desires for certainty, security, and comfort amid the
chaos.

The emotional bandwidth of students has been shown to be correlated with their ability and
capacity to engage their studies effectively (Verschelden, 2017). The pandemic has only increased the
toll on students, further inhibiting their ability to succeed. Educators have also been under increased
pressure during the crisis and are not immune from the same forces that impact students. An increased
burden of modifying courses, assisting students, and transitioning from face to face to online formatting
has fallen on the instructors. If not addressed, the increased disgust response in educators could further
diminish students’ critical thinking in the classroom as instructors are less able to both tolerate dissenting
and novel ideas as well creatively foster opportunities for growth (Ghanizadeh, 2017; Stedman, &
Adams, 2012)

Addressing student and instructor disgust reactions is an essential step in ensuring the quality of
education during this current crisis. Therefore, an important response to the current pandemic is for
educators and administrators to work thoughtfully and creatively to ensure that the critical thinking
aspects of the education they are providing is not being lost in the chaos of the pandemic. A first
recommendation is acknowledging one’s own disgust reaction and encouraging self-reflection on the
part of both instructors and students. Reflection is an important step in critical thinking and a necessary
skill in learning to identify the multitude of non-rational influences on oneself (Cushman, 2020).
Accepting that disgust is among the myriad of emotional responses occurring creates space for
recognizing, and then reflecting on, the ways one is being impacted.

91