There has been much to say about education policy makers not really being experts. We also are in a time where easy access to information has inflated many to think they are experts.
Reminded me of one the most influential articles I have read the past three years–“The Death of Expertise.”
At the end of the day, experience and education makes one an expert and we would do well to find experts and listen to them.
Expertise is necessary, and it’s not going away. Unless we return it to a healthy role in public policy, we’re going to have stupider and less productive arguments every day. So here, presented without modesty or political sensitivity, are some things to think about when engaging with experts in their area of specialization.
- We can all stipulate: the expert isn’t always right
- But an expert is far more likely to be right than you are. On a question of factual interpretation or evaluation, it shouldn’t engender insecurity or anxiety to think that an expert’s view is likely to be better-informed than yours. (Because, likely, it is.)
- Experts come in many flavors. Education enables it, but practitioners in a field acquire expertise through experience; usually the combination of the two is the mark of a true expert in a field. But if you have neither education nor experience, you might want to consider exactly what it is you’re bringing to the argument.
- In any discussion, you have a positive obligation to learn at least enough to make the conversation possible. The University of Google doesn’t count. Remember: having a strong opinion about something isn’t the same as knowing something.
- And yes, your political opinions have value. Of course they do: you’re a member of a democracy and what you want is as important as what any other voter wants. As a layman, however, your political analysis, has far less value, and probably isn’t — indeed, almost certainly isn’t — as good as you think it is.