Making Conflicting Opinions More Fruitful Through Belief

The article delves into the concept of 'The Believing Game' proposed by Elbow (2006) and its application in educational settings, particularly for teaching controversial topics. The main focus is on contrasting two cognitive processes: 'The Doubting Game,' which involves analytical reasoning to assess information critically, and 'The Believing Game,' which encourages individuals to value others' ideas with an open mind. By examining these opposing methods, the article suggests that adopting 'The Believing Game' can uncover hidden virtues in controversial ideas, thus making conflicting opinions more fruitful. Additionally, it explores practical implications of these theories using college education's worthiness as a case study, highlighting both economic benefits and financial burdens faced by graduates.

Running head: CRITICAL THINKING
Critical Thinking
Name of the student
Name of the University
Author Note

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The Believing Game and How to Make Conflicting Opninions More Fruitful
This article does the researching of the idea behind the aspect of teaching classroom
topics that are considered being controversial as well as highly debatable. The main points of
Elbow are the thinking process behind the “critical thinking”. He is addressing two different
processes. Elbow writes about the main distinction amongst what he is explaining as the two
processes of thinking in respect of the opinion of another individual. He has titled them as ‘The
Doubting Game’ as well as ‘The Believing Game’ (Elbow, 2006).
The Doubting Game is considered being the way majority of individuals have been
taught for thinking in a critical manner. Mostly, this is considered being analytical, which
follows reason as well as logic to any proposal that is presented to an individual. When an
individual does the hearing or reading of a certain thing that has been widely taught for finding
significant amount of facts relating to that information, he/she then does the deciphering of
individual viewpoint as well as thoughts depending upon evidence (Elbow, 2006).
Believing is the capability for taking the views of another person and try believing them.
This states the aspect of providing value to every idea, nevertheless proceeding with prudence.
An explanation has also been provided that this will be having more value since, the believing
tool can be used for scrutinizing not in respect of the mistakes but for finding virtues that are
hidden within ideas that are considered being repellent. (Lund, 2017).
In respect of the worthiness of college education, both pros and cons regarding the same
can be cited (Harkness, 2017). The pro-argument in this respect is that the college graduates are
making more money. This aspect can be elucidated by stating the fact that in 2016, the average
income in respect of individuals 25 years old and older having a high school diploma was

2CRITICAL THINKING
$35,615, whereas, the income in respect of those having a bachelor’s degree was $65,482, and
$92,525 in respect of those having advanced degrees. On the other hand, the con-argument in
this respect stated that the student loan-debt is crippling in respect of the college graduates.
According to a report, in June 2016, almost 42 million Americans owed $1.3 trillion in student
debt. Moreover, to be late regarding the payment of loan often results in reduced credit score as
well as extra fees doing the escalation of the problem regarding debt and potentially endangering
the chances of employment in the future (Foley, 2014).
Another pro-argument that can be stated is that more and more jobs are having the
requirement of college degrees. According to a report from June 2016, 99% of the job growth
within 2010 and 2016 was taken by the staffs having associate’s degrees, graduate degrees or
bachelor’s degrees. Depending upon the economy as well as job projections in the future,
approximately 63% of jobs will be requiring certain college degree or education (Harkness,
2017). On the other hand, the con-argument that can be cited in this regard is that the student
loan debt often compels the college graduates in living with their parents as well as delaying
marriages, financial independence as well as other adult landmarks.

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Reference
Elbow, P. (2006). The believing game and how to make conflicting opinions more
fruitful. Nurturing the Peacemakers in Our Students: A Guide to Teaching Peace,
Empathy, and Understanding, 16-25.
Foley, E. (2014). Reflective Believing: Reimaging Theological Reflection in an Age of
Diversity. Reflective Practice: Formation and Supervision in Ministry, 1.
Harkness, S. S., & Noblitt, B. (2017). Playing the believing game: Enhancing productive
discourse and mathematical understanding. The Journal of Mathematical Behavior, 45,
63-77.
Lund, A. (2017). Is Seeing Believing?: A Study in Virtual Realities, Immersion and Game
Design.