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1、Issue1"Wecanusuallylearnmuchmorefrompeoplewhoseviewswesharethanfrompeoplewhoseviewscontradictourown;disagreementcancausestressandinhibitlearning."Dowelearnmorefrompeoplewhoseideasweshareincommonthanfromthosewhoseideascontradictours?Thespeakerclaimsso,forthereasonthatdisagr
2、eementcancausestressandinhibitlearning.Iconcedethatunduediscordcanimpedelearning.Otherwise,inmyviewwelearnfarmorefromdiscourseanddebatewiththosewhoseideasweopposethanfrompeoplewhoseideasareinaccordwithourown.Admittedly,undersomecircumstancesdisagreementwithotherscanbecount
3、erproductivetolearning.Forsupportingexamplesoneneedlooknofurtherthanatelevisionset.Ontoday'stypicaltelevisionorradiotalkshow,disagreementusuallymanifestsitselfinmeaninglessrhetoricalboutsandshoutingmatches,duringwhichopponentsvietohavetheirownmessageheard,buthavelittleinte
4、resteitherinfindingcommongroundwithorinacknowledgingthemeritsoftheopponent'sviewpoint.Understandably,neitherthecombatantsnortheviewerslearnanythingmeaningful.Infact,thesebattlesonlyservetoreinforcethepredispositionsandbiasesofallconcerned.Theendresultisthatlearningisimpede
5、d.Disagreementcanalsoinhibitlearningwhentwoopponentsdisagreeonfundamentalassumptionsneededformeaningfuldiscourseanddebate.Forexample,astudentofpaleontologylearnslittleabouttheevolutionofananimalspeciesundercurrentstudybydebatingwithanindividualwhosereligiousbeliefsystempre
6、cludesthepossibilityofevolutiontobeginwith.And,economicsandfinancestudentslearnlittleaboutthedynamicsofalaissez-fairesystembydebatingwithasocialistwhoseviewisthatacentralizedpowershouldcontrolalleconomicactivity.Asidefromtheforegoingtwoprovisos,however,Ifundamentallydisagr
7、eewiththespeaker'sclaim.Assumingcommongroundbetweentworationalandreasonableopponentswillingtodebateonintellectualmerits,bothopponentsstandtogainmuchfromthatdebate.Indeeditisprimarilythroughsuchdebatethathumanknowledgeadvances,whetheratthepersonal,community,orgloballevel.At
8、thepersonallevel,bylisteningtotheirparents'rationalefortheirseeminglyoppressiverulesandpo
