{"id":29273,"date":"2025-09-10T08:47:45","date_gmt":"2025-09-10T06:47:45","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=29273"},"modified":"2025-09-10T08:48:25","modified_gmt":"2025-09-10T06:48:25","slug":"the-dunning-kruger-generation","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/en\/the-dunning-kruger-generation\/","title":{"rendered":"The Dunning-Kruger generation"},"content":{"rendered":"

The Dunning-Kruger generation<\/h1>\n

It is a recklessness responsible for producing a generation who not only do not know, but \u2013 worse still \u2013 remain unaware of their own ignorance<\/p>\n

\"\"
Pygmalion, by Jean-Baptiste Regnault, 1786, National Museum of the Palace of Versailles. \/ Wikimedia<\/a><\/figcaption><\/figure>\n

License Creative Commons <\/a><\/p>\n

\"\"<\/p>\n

 <\/p>\n

Josep Oton<\/strong><\/p>\n

 <\/p>\n

Classical mythology presents Pygmalion<\/strong> as an emblematic figure. While occupying the throne of Cyprus, he was unable to find a suitable wife, for he sought a beauty and perfection that no woman could meet. Frustrated, he renounced marriage and devoted himself to sculpture as a way of compensating for his lack of a partner. In the end, he created a statue so beautiful that he fell in love with it. The goddess Aphrodite<\/strong>, moved by the king\u2019s feelings, told him: \u201cYou deserve happiness, a happiness you yourself have shaped. Here is the queen you have sought. Love her and protect her from harm\u201d.<\/em> Then, the statue came to life, and Pygmalion married her.<\/p>\n

Over the centuries, this ancient myth has been a source of inspiration for art and literature. George Bernard Shaw<\/strong> wrote a play offering a modernised version of the story. A professor of phonetics sets out to teach a flower-seller of humble origins how to speak \u201cproperly\u201d. He helps her refine her accent and acquire conversational skills. Various film scripts \u2013 such as My Fair Lady<\/em> or Pretty Woman<\/em> \u2013 have reworked the Irish writer\u2019s idea.<\/p>\n

Yet this idea has also been taken up in social psychology, giving rise to what is known as the Pygmalion effect<\/em><\/strong>. This term is used to describe how an individual\u2019s expectations of another person\u2019s performance may condition the outcomes. The phenomenon is of particular interest in the study of groups, as a researcher\u2019s prejudices may influence the behaviour of those being studied.<\/p>\n

Psychologist David C. McClelland<\/strong>, drawing on the work of Leonore Jacobson and Robert Rosenthal<\/strong>, conducted a series of tests with school pupils. The real results, however, were not communicated to the teaching staff. Instead, a group of pupils was chosen at random, and teachers were falsely informed that these students had been identified as particularly gifted. Despite the \u201cfalsehood\u201d, this group obtained better grades by the end of the year, while their classmates showed no significant improvement.<\/p>\n

McClelland\u2019s conclusion was that, when teachers regard certain students as more intelligent, those students tend to study more<\/strong>. Although this may appear almost magical, it is nothing of the sort. Teachers with explicit expectations about their pupils treat them differently according to their own preconceptions. They give more attention and provide better motivation to those they deem more capable. These students, in turn, tend to respond more accurately and frequently than the rest. Thus, the teachers\u2019 expectations are confirmed in a kind of self-fulfilling prophecy.<\/strong><\/p>\n

From this experiment, the idea of the Pygmalion effect has often been applied to educational innovation. When a group of researchers or teachers introduces a new classroom technique, it may fail through lack of experience \u2013 but the opposite can also occur: results improve significantly, apparently confirming the value of the method.<\/p>\n

Nevertheless, the Pygmalion effect warns us that other factors may also be at play: the motivation of the researchers or teachers rubs off on the pupils who take part in the experiment. In a collective atmosphere of enthusiasm, curiosity, and heightened attention to novel conditions, everything seems to work better. Breaking routine increases interest.<\/p>\n

Thus, improvements cannot be attributed solely to the effectiveness of a new method; the influence of the created environment and shared expectations must also be taken into account. In the myth, the artist falls in love with his creation, and she comes to life. In reality, the researcher falls in love with their theory, and the students act in line with those expectations.<\/p>\n

However, when the same method is implemented in other groups with less enthusiastic teachers, results are often far less impressive. And when imposed by educational authorities, such methods may even prove disastrous.<\/p>\n

There is, nonetheless, a greater danger. The reverse side of Pygmalion\u2019s enamoured gaze is the abandonment of scientific rigour and the denial of evidence<\/strong>. Pupils may be misled into believing that their abilities exceed their actual potential. This is what is colloquially known as \u201cgrade inflation\u201d. The education system creates an illusion, deceiving young people and misleading society. A fraud in every sense. Subsequent frustration is inevitable, since reality eventually asserts itself.<\/p>\n

Indeed, we move from the Pygmalion effect to the <\/strong>Dunning-Kruger effect<\/strong><\/a>, according to which some people of limited ability tend \u2013 precisely because of that limitation \u2013 to overestimate their competence in certain tasks. In other words, those who are incompetent in a given area often fail to recognise their own ineptitude. This phenomenon is also described as a \u201cdual burden<\/strong>\u201d<\/em>: not only a lack of competence, but also the inability to recognise that deficiency.<\/p>\n

The Dunning\u2013Kruger effect is usually linked to metacognitive factors, but what is most alarming is when it stems from educational intervention itself. What might at first appear a cognitive dysfunction affecting particular individuals is generalised through the failings of a negligent school system. Academic authorities may dress up results in order to conceal their mistakes. Such recklessness risks producing a generation who not only do not know, but \u2013 worse still \u2013 they do not know that they know nothing.<\/p>\n

\n

Source:\u00a0educational EVIDENCE<\/strong><\/p>\n

Rights:\u00a0Creative Commons<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"

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