Potential Abstract: This research article delves into the intricate interplay of diverse voices within educational settings, exploring the impact of cognitive biases through a Heideggerian lens. By acknowledging the multifaceted nature of human experiences and realities, this study aims to uncover the inherent complexities that influence decision-making processes in education. Drawing upon Heidegger’s philosophy, we examine how various cognitive biases, rooted in individuals’ preconceptions and interpretations, shape educational practices and policies. Through a qualitative analysis of educators’ narratives and reflections, we investigate how these biases manifest in classroom interactions, curriculum design, and assessment practices, ultimately impacting students’ learning experiences and outcomes. By critically reflecting on these phenomena, we seek to deepen our understanding of the underlying assumptions and perspectives that inform educational decision-making processes. This research not only sheds light on the intricate dynamics at play within educational contexts but also offers insights into potential strategies for mitigating the negative effects of cognitive biases. By highlighting the importance of adopting a more nuanced and reflective approach to educational practices, this study contributes to ongoing discussions on fostering inclusive and equitable learning environments.
Potential References:
- Critical thinking, biases and dual processing: The enduring myth of generalisable skills
- Situated cognition and communities of practice: First-person “lived experiences” vs. third-person perspectives
- Reconstructing the cognitive world: The next step
- Understanding institutional endurance: The role of dynamic form, harmony, and rhythm in institutions
- Obtrusive, obstinate and conspicuous: Red tape from a Heideggerian perspective
