Information in the Indignation Age

ACRLog welcomes a guest post from Mark Lenker, Teaching & Learning Librarian at the University of Nevada, Las Vegas.

As a librarian, I worry about the ways that emotion, especially anger, influences our interactions with information. So much of our political discourse is intended to arouse indignation, and I’m concerned about indignation’s impact on one’s ability to learn. Higher education needs to become more intentional about preparing students for inflammatory discourse as a potential hazard in the information landscape.

An important Pew study offers a lens for understanding the cyclical relationship between our media habits and the increasing political polarization of the United States. The short version is that media consumers spend more time with media that confirms their political outlook, and that ideological reinforcement makes one less receptive to dissenting views. The degree of outrage and distrust in our political discourse makes this dynamic quite unsettling. A quick perusal of the online comments following any major news story shows that media-driven ideological reinforcement is not leading to higher rates of polite disagreement – AkronKittyLuvver is out for blood.

A subsequent Pew study confirms the tension. Researchers found that Democrats and Republicans tend to associate negative character traits with members of the opposing party. A strong contingent of Democrats say that Republicans are more dishonest compared to other Americans. An even larger percentage of Republicans say that Democrats are more immoral than other Americans. Majorities of both Democrats and Republicans say that the other side is more closed-minded compared to other Americans. We are all-too-ready to make hostile judgments about those whose perspectives differ from our own. What does this self-righteous antagonism mean for our capacity to learn about complex and evolving issues?

Indignation in both the media and in personal communications is particularly worrisome because it signals to one’s audience that the matter at hand is so grave and so morally charged that there is no room for alternative perspectives. Attempts to present other points of view will be met with resistance or even hostility, so there is little point in sharing a different opinion (unless you take moral offense at the indignant person’s thinking, in which case you can vent your own sense of outrage).

But is indignation necessarily the enemy of open-mindedness and open discussion? In True to Our Feelings, philosopher Robert Solomon presents a more nuanced view of anger and indignation. According to Solomon, anger arises when we have been hurt or offended in some way, and it manifests itself as an impulse to level blame against the offender. While anger can operate on a strictly personal level (“his loud talking is distracting me and it’s making me mad”), indignation implies that the offense oversteps important considerations of justice and morality (“his loud talking in the quiet area of the library is rude and unfair”). The sense of transgression involved with indignation can make a difference in the level of vehemence with which indignation is felt or expressed. Indignation involves more than simply being offended – it is being offended and having justice on your side (or at least feeling that way).

Because indignation is wrapped up with one’s understanding of justice and morality, it is not the sort of emotion that one can get over easily. Moving past indignation may require a revised estimation of the line between justice and injustice, and that sort of reexamination is hard to undertake in today’s polarized environment. The indignant mind presents fertile ground for confirmation bias, motivated reasoning, and other obstacles to learning.

But Solomon also points out that anger and indignation have their value. For one thing, the ability to experience and express these emotions is essential to maintaining our personal dignity, to stand up for ourselves or to stand against unfairness. As Solomon puts it, “[T]here are times when one is a fool not to get angry, not only because the situation calls for it but because otherwise one degrades oneself as less than a fully functioning human being.” Indignation puts energy and backbone behind our convictions.

Furthermore, for Solomon (and for Aristotle), anger is not inherently irrational. Instead, anger is rational when it fits the occasion, when it is directed at the right parties, and when it is proportional to the offense (neither an overreaction nor an underreaction). Forward-looking considerations are also crucial for assessing anger’s reasonableness. Solomon emphasizes the strategic qualities of emotions, especially their impact on how we relate with others. Does one’s style of anger fit with one’s long-term interests, or is it better to revise (or even abandon) one’s current strategy?

Considering indignation in this strategic light, I find a theoretical home for my worries. For example, indignation is irrational if its heat and hostility get in the way of negotiating to address the conditions that inspired indignation in the first place. Indignation is also irrational if it entrenches the indignant person in righteousness to such a degree that they cannot consider other points of view or continue to learn about the circumstances of the offending injustice (which, in the case of political disputes, are probably quite complicated).

Can indignation foster learning? A sense of outrage might lend urgency to one’s investigation of an injustice, driving one to learn more quickly or more deeply than an investigator without the same sense of passion. Amia Srinivasan points out that anger is part of really understanding oppression, a matter of viscerally apprehending the gulf between the way things are and the way they should be. A vital educational message for these polarized times is that learning is a crucial lens for reflecting on the reasonableness of one’s indignation.

Rational indignation cannot become so all-encompassing that it crowds out dispositions to learn. Indignation motivates learning when it is combined with intellectual courage (a willingness to face ugly situations squarely, without rationalizing them away or exaggerating their severity) and with epistemic humility (a clarity about the limits of one’s perspective and a consistent recognition that one can always learn more).

Media-inspired indignation is an information problem, a potential pitfall that higher education should help students prepare for by exploring a range of important questions:

  • How do partisan media, indignation, and intellectual autonomy relate to one another? Does media-inspired indignation stimulate or stifle curiosity about politics?
  • How does indignation over political matters define one’s relationships with one’s peers? With other groups?
  • When political leaders and campaigns use rhetoric to inspire indignation, how does that work to their advantage?
  • Is indignation worth the costs? Political discussions in the media typically address exceedingly complex conditions that impact vast, diverse groups of people. Given the uncertainty involved in policy making, when we weigh the likelihood of achieving a satisfying political resolution against the consequences of being angry at our neighbors, is the antagonism associated with indignation justifiable? If not, what attitudes are more appropriate?

To be clear, my concern is not ideological. If one’s beliefs place them in the far reaches of the ideological spectrum, that may be perfectly legitimate, as long as those beliefs stem from the careful, iterative consideration of the best evidence available. But when I look at the polarization data from Pew, I don’t think that’s what’s happening. I worry that indignation contributes to a cycle that drives us ever further from the ideal of informed political participation. Our students need to reflect on this dynamic – they need to demand better of their politicians, their news sources, and themselves.

(Though perhaps, not too indignantly.)

6 thoughts on “Information in the Indignation Age

  1. Thank you for this well-crafted perspective on such an important topic. I feel like this really expresses how I’ve felt about social media interactions for a while which obviously reached a fever pitch in the last election. I could definitely see this being a great discussion with students which would hopefully influence how they express themselves in information arenas.

  2. Hi Mark

    Thank-you for such a thoughtful & articulate post on an issue that has been taking up much thinking time for many of us who work with learners!!!

    The issues that you raise flow through into discipline learning too, though perhaps not usually with so much passion as politics. Several years ago I abandoned the more traditional forms of information evaluation for an approach suggested by Flateby & Fehr & added as a first criteria of confirmation bias. The confirmation bias criteria has proved to be a fabulous starting point, not just because it really drives everything else, but because it got a lot of students engaging honestly with their feelings & how they influenced the information they sought & how they interacted with the information that they found & used, including how they engaged with people who responded to the same information with very different perspectives.

    Our discussions also allowed me to engage objectively with the contested views that were expressed in classes & that seemed to help students reflect on their own responses to people with different views & engage with less emotion &, the students who “took up less emotional space” when expressing their views, seemed to feel less intimidated & more determined to make a strong & objective contribution to the debate.

    In these sessions, I found students wanting to stay on passed time to continue the discussion, & those who couldn’t apologising to us all because they had to leave for another class or catch a bus.

    Of course, it does take time to set up these sessions as I had to have enough of a surface understanding of an appropriate paper to choose it & productively facilitate the engagement or to choose papers with which students of a number of disciplines could usefully engage. But, if anyone has the skills to do this, it’s a librarian (especially a librarian with an expert client base with whom to discuss things as part of the session preparation 🙂

    I’m not sure if anyone would be interested, but just in case, here are links (with a reference for Flateby & Fehr) to some resources that I’ve used (unfortunately I don’t have any recordings of these sessions). I would love to hear about the things that others are doing in this area & I’d love some critical reflection from others on these examples if anyone would like to provide it. I’m a tough old girl who loves to hear people challenge my thinking & I am happy to hear the criticism in public, so please, if I can learn from you … 🙂 https://lor.usq.edu.au/usq/file/e281cbff-d55f-487f-b4fb-5e0061527f1d/1/evaluating-lit.pdf https://lor.usq.edu.au/usq/file/29b14c4f-5bf5-46ed-b25c-10e849f2f38b/1/eval-cirtieria-handout.pdf https://lor.usq.edu.au/usq/file/c1518fd6-dd74-41bf-8cad-b51974c686e3/1/evaluation-online-support-mobile-version.pdf

    And, thank-you to everyone who contributes to & comments on this blog. You have become an indispensable part of my professional journey!!!!!!!!!!!!!!! Sandra

  3. Jason, Jessica & Sandra,

    This was a different sort of writing project for me, so your kind words are especially encouraging. Thank you.

    Sandra: I really like the idea of incorporating reflective elements into source evaluation.

    I have tried something somewhat similar: when working with students who are writing annotated bibliographies, I have recommended that they explain to the instructor how a given source changes the way they think about the problem under investigation. The rationale is to reinforce the idea that research is an opportunity to learn more about something interesting, not just a matter of finding support for your current understanding of the issue. If students don’t have much to say about how their research has helped their understanding develop, that’s a signal that something is wrong.

    At least that’s the idea — I’m still working on it. Best of luck with your students!

    Mark

  4. Hi Mark

    I have done similar things with annotated bibliography work & have found it to be really successful. I have found that some students can feel personally confronted (perhaps even a little insulted) about a starting point that challenges their opinion but, once they start doing it, they actually see that the “teacher” is confirming their intelligence & their capacity to challenge themselves. The confrontation becomes a complement & an affirmation & students start to expect more from themselves & their learning. And, once a person is doing that for themselves, well … 🙂

    I suspect that because many librarians & library managers don’t get to see the assessment items where students demonstrate this capacity (particularly as it grows over the course of their study), it’s possible that we don’t realise quite the impact our info lit work can/does have. Lankes has a brief but interesting access versus impact blog post that is really relevant here – https://davidlankes.org/access-and-impact/

    I think that info lit librarians & their managers would benefit from thinking about this more. If we can start to find methods of capturing the true learning outcomes associated with the info lit work that we & and our learners do together, we might be able to help managers move away from the simple counting of outputs (such as how many students attended a class, used an online learning object, accessed a database) as a means of measuring the success or failure of resources allocated to info lit work.

    I recently received an email from an academic with whom I used to work. She had just finished marking lit reviews submitted as the first assessment item in a year long 4th year research project. She said that she wanted me to know what those previous three years’ of info lit interactions had meant for the learning demonstrated through the lit review process (& which will go on to affect the quality of research done). Now, we hadn’t gotten ourselves to the point where info lit was properly embedded across the relevant Bachelor programs & we hadn’t been working together in some extraordinary ideal setting – we were grappling with all the standard discipline & info lit learning issues & barriers that face almost everyone working in an “online first” academic environment.

    I found myself wondering how the academic & student insights (into the learning outcomes from those far from perfect info lit activities & partnerships) would have stacked up against the output data, had they both been discussed at the higher level where the library made strategic decisions about its service delivery. They certainly would have provided two very different pictures of what librarians can do with their academic & student clients, & how libraries can achieve goals.

    I hope that you keep sharing your thoughts, experiences & insights widely – they are invaluable to our practice!! Sandra

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