Week 13 Option 2: Mistakes Were Made - by Me Tavris and Aronson analyze different points of view on the concept and purpose of mistakes, "By the fifth grade, the lowest-scoring Japanese classroom was...

Extracted text: Week 13 Option 2: Mistakes Were Made - by Me Tavris and Aronson analyze different points of view on the concept and purpose of mistakes, "By the fifth grade, the lowest-scoring Japanese classroom was outperforming the highest-scoring American classroom... In Japan, mistakes, error, confusion [are] all just a part of the natural learning process... American parents, teachers, and children were far more likely than their Japanese and Chinese counterparts to believe that mathematical ability is innate; if you have it, you don't have to work hard, and if you don't have it, there's no point in trying. In contrast, most Asians regard math success like achievement in any other domain; it's a matter of persistence and plan hard work... Making mistakes is central to the education of budding scientists and artists of all kinds; they must have the freedom to experiment, try this idea, flop, try another idea, take a risk, be willing to get the wrong answer... The focus on constant testing... intensified their fear of failure" (308-309). They state a consequence of this point of view on our traits "An unbending need to be right inevitably produces self-righteousness. When confidence and convictions are unleavened by humility, by an acceptance of fallibility, people can easily cross the line from healthy self-assurance to arrogance" (311). Question at Issue: What conclusions are being drawn about the American education system's effect on the curiosity and character traits of students, by focusing on testing for memory of content rather than on experience and experimentation? How well have Tavris and Aronson thought through the consequences of an education system that places emphasis on certainty over comfort with confusion?