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McCray's avatar

It is clear to me that you and I and many of our friends were raised in a very specific way that ended up with most of us having a desire to have this sort of nuance in all the things we approach learning and discussing. Some combination of where, when, and who during our childhood led us to this curious and nuanced approach. I have found myself shocked when a person who I thought taught me critical thinking, nuance, and empathy is suddenly lacking those in some parts of their life. I have a friend who will take so many nuanced stances on all sorts of subject matters except for conservatives. Anytime they mention a conservative it's with extreme hatred—with stereotyped assumptions and no nuance. It breaks my heart every time.

We are "orthodox rebels" in some sense. We want to know, understand, explain, and empathize with all perspectives, but not from a nihilistic, destructive way. We want to get to a truth that is devoid of dogma and bias, and understand the reasons for why people make the choices they do.

This "taken-for-grantedness" is a real problem. I've similarly experienced it in polite discussions of religion and politics. Your mentions of undergrad and grad school being opposites in religious assumption is something I also have felt. Bizarrely, it was between my two undergrad universities which were both religiously affiliated. Even within the same overall religion of Christianity, I am shocked to find these sorts of presumptions and Christianity-illiteracy. I was once in a Bible Study where the majority (including our leader) was willing to see Mormons over Catholics as "true Christians" even when there was a Catholic in the room. At another Bible Study, a woman who goes to Catholic Mass everyday was raging on the practice of praying to saints, and it landed on the shoulders of me—a Lutheran—to try to defend and explain the nuance of the practice. Even within the LCMS, the people who assume your specific stance on things are quite infuriating.

But, I would say the biggest place I have struggled with "taken-for-grantedness" is in grad school with relation to the material I am learning. The number of times that a proof has been called trivial or obvious is unacceptable—even when I can see the mathematics behind it, it's unfair to my fellow students. I have a professor who rarely, if ever, puts a conclusion on the proofs he covers in class. As if a diagram and a few statements whose connection is not always obvious is good enough.

When students ask me to solve problems on the board, I often won't do all the steps but only go over the tricky part of the setup. I then say things like, "you should be able to solve this from here. If not, go to office hours." Just two weeks ago I was preparing them for an example and said, "I hope you are able to do this, because, if you can't, you're probably going to fail this exam."

Assumptions are such a massive problem because they go unstated. In the world of mathematics, many proofs begin with a statement synonymous to "We assume X to be true, then by..." When we don't state our assumptions we make horrible mistakes—be the technical errors or simply poor communication. I sometimes wish regular conversations were more straightforward like that. I think I will try to be.

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Logan's avatar

Totally agree on the conversation structure. That's very much my experience as well!

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