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It's one thing to be closed to students' arguments or to insist on conformity with a prof's views.  It is another altogether when students do not know how to argue their own points, especially points that are not political.  At some point, isn't it the case that the prof does know even a little bit more about their subjects than their students?

Several studies (post 1998) seem to indicate that the capacity to understand and engage in logical argumentation has diminished (at least in the 'Western' world). These studies seem to have encouraged the state education boards (committees) of several states to entertain making a "critical thinking" or "Introductory logic" course part of the required core.

I have found Susan Wolcott's teaching materials, which are informed by research by K.S. Kitchener and P. M. King, to be the most helpful in addressing student accusations of bias.  I had long been puzzled by why my colleagues in philosophy are so often accused of bias when, in my own observation of their teaching, they take care to keep their own views of a philosophical topic hidden from students.  Indeed, they spend a great deal of time playing devil's advocate and championing the philosophical position that is getting the least airtime in class discussion, readily switching sides if another perspective begins to be neglected.  Wolcott's developmental analysis, which explains how students arrive at college as "confused fact finders" and often get stuck in learning critical thinking skills at the "biased jumper" stage, helps me to understand how students attribute bias to professors when the students lack skills to maneuver around arguments.  The most helpful part of Wolcott's analysis is her suggestion that, if one gives students an assignment that is more than one level above their current abilities in critical thinking, they will completely ignore the assignment task.  This failing is particularly visible when students are asked to compare strengths/weaknesses in two arguments but instead write essays in which they juxtrapose two arguments and ignore the task of forging comparisons.  In Wolcott's workbooks (available by request on her website), she describes assignments that are specifically designed to help students build a scaffolding for critical thinking so that, over four years, they can actually leave the "biased jumper" stage and move on to more advanced levels of critical thinking.  One need not be a slavish adherent to the developmental theory behind Wolcott's work to find her practical suggestions extremely helpful in the classroom.   Her chart on stages of critical thinking is the first link below; her website is the second link.   http://www.wolcottlynch.com/Do... http://www.wolcottlynch.com/Ed...

The classroom and campus are not divorced from the polarized language in the greater society wherein people are entrenched in their own views and arguments become heated, hateful, and accusatory.  The focus of this study on political bias is not helpful under the circumstances.  The greater argument is that students need to be taught how to argue effectively, with facts, logic and reasoning not just in the classroom but beyond.

What happened to the 'Sage on the Stage' as the 'provacatuer-in-chief'?  Some of my best classroom experiences came from faculty that prompted critical thinking and discussion by speaking from all sides of an issue.  They were sufficiently informed to deflate weak arguments from students with probing questions.  They also defended an issue from every side with factual information.  In the best instances, I truly did not know the personal position of a faculty member.  It was more important to them to fully and fairly cover an issue than it was to espouse a personal preference.  That spoke volumes to me about the love of learning, critical examination of strongly held personal beliefs, and assertive but fair-minded discourse.  Do those faculty still exist?

The study suggests that those faculty do exist and in fact are numerous, but that students' ever-diminishing skills in critical thinking and argumentation lead them to misunderstand the questioning, challenging Socratic dialogue and "devil's advocate" work of the professor as simple bias. 

When I was teaching controversial subjects the advice from the Administration was, "Teach the debate."  Its pretty hard to "teach the debate" without actually having some of those debates.  When students "checked out" during those debates I always wondered if they were the ones who were going to report on their teaching evaluations that, "the professor was biased."  Of course when the student intellectually "checks out," i.e., remains quiet, only says what they think I want to hear, etc., they are not doing A work in the class.  This reinforces their view that "the professor is biased."

OLPC laptops, which are rugged and energy efficient and run an open-source variant of the Linux operating system, are in Ethiopia, Rwanda, Mongolia and Haiti, and even in the United States and Australia. Uruguay, a compact South American nation of 3.5 million people, is the only country that has fully embraced the concept and given every elementary school child and teacher an XO laptop

no increased math or language skills, no improvement in classroom instruction quality, no boost in time spent on homework, no improvement in reading habits

On the positive side, the "dramatic increase in access to computers" accelerated by about six months students' abstract reasoning, verbal fluency and speed in processing information

"We knew from the start that it wouldn't be possible to improve the teachers," he said, citing a 2007 census of 180,000 Peruvian teachers that showed more than 90 percent lacked basic math skills while three in five could not read above sixth-grade level.

Each teacher was supposed to get 40 hours of OLPC training. That hardly helped in schools where teachers had never so much as booted up a computer. In Patzer's experience "most of them barely knew how to interact with the computers at all."

In the higher grades, Martinez said, children's use of the machines is mostly social

"For them, the laptop is more for playing than for learning,"

Negroponte thinks the main goal of technology educators should be simply getting computers into poor kids' hands.His proposal last year to parachute tablet computers from helicopters, limiting the involvement of adults and "educators," caused some colleagues to wince. But Negroponte is dead serious, and has begun a pilot project in two Ethiopian villages to test whether tablets alone, loaded with the right software, can teach children to read.

The OLPC team always considered Internet connectivity part of the recipe for success. They also insisted that each child be given a laptop and be permitted to take it home.Uruguay, a small, flat country with a far higher standard of living and ubiquitous Internet, has honored those requirementsPeru did not

Some schools didn't have enough electricity to power the machines.And then there was the Internet. Less than 1 percent of the schools studied had it.

The first level is, what can an individual teacher do to impact the culture of her individual professional learning team?

The second level is, what can teachers do to impact the culture of their schools?