Graff’s introductory section “The Overrating of Fact” cited a calamity central to our county’s educational practices: “Displaying pointless information for its own sake—the activity rewarded by many standardized tests—is the mark of a bore, not an educated person” (31). I nearly shouted “Amen!” after reading Graff’s assertion; why then, does our educational system stress the regurgitation of factual information on our state tests? What can students learn through this practice, and what type of thinkers are we creating?

Graff offers a practical classroom solution, “Instead of imparting facts in a vacuum, teachers are likely to be more successful when they introduce information as it becomes necessary for students to make sense of an issue or a set of arguments” (32). As a teacher, I practice this method of back-loading factual information, but what purpose does my teaching philosophy serve when my students’ final challenge comes in the form of a standardized test? Surely our students, as Graff warns, see through our binary teaching practices. The paradoxical atmosphere of modern education harms students and teachers alike. How can we expect ourselves to teach higher-level thinking strategies when our state tests demand factual regurgitation?

Furthermore, teaching our subject in exclusion of other subjects, even through high-level thinking strategies, seems counterproductive to interdisciplinary teaching. Students in my English class seem thoroughly confused when I tell them that analytical thinking does not always produce an obviously correct answer. They are trained to produce a factual answer in math, science, and social studies and the uncertainties of literary analysis frighten them. As an English teacher, I worry that my students will be further confused in high school and college if their teachers demand a certain analysis of a piece of literature. How do I simultaneously teach them that literature offers uncertain answers (unlike other core subjects) yet some English teachers will require certain analysis? Could the job get any more complicated?

When learning becomes convoluted and teaching uncertain, what student or educator can flourish in this confusing academic world? During my teaching career, I have often felt like I cannot “do” my job correctly. Graff’s research and educational philosophies, as interesting and insightful as they are, leave me feeling like a failure. Are we, as educators and students alike, ever going to have a clue? Will there be any certainty in our uncertain careers and studies? The field of education seems to continually reinvent and question itself. While I appreciate this self-reflective cycle, it leaves one wanting stability and “a clue” in our clueless situation.