I recently found this image on Facebook, and while it is dated 1994 its message is clear, and still true today, that this teacher believes in authority over accuracy.  When I shared it I received a few stories of how some parent's own children had a similar experience.  Here is an example of the responses received:

It is very sad that even now, learners are taught to blindly accept authority and the messages delivered by them.  This is why our work force cannot make reasoned decisions; and make intuitive leaps based on the information provided.  If we want our society to grow and learn, we must, MUST, question the answers provided.  

Math teachers teach us to not only work out the problem but to test the solution.  I remember my high school algebra and geometry teachers would have us show our work as we completed a problem, or proof.  Then... they would have us plug in our solution into the original problem and see if the math actually works.  In science class we learned about the scientific method:  generating a hypothesis, planning an experiment to test the hypothesis, followed by documenting the results and determining if the results proved, disproved, or was inconclusive to either prove or disprove, the hypothesis.

So, how do we encourage critical thinking when we have so many educators institutionalized by the concept that they are to be the authority despite their accuracy?  Sure it is embarrassing to stand in front of a class and pronounce, with authority, an inaccurate statement.  But, teaching people that to question the answer is worse than having the wrong answer breeds a work force of people who will not make decisions for themselves.  

In my experience, businesses that discourage independent thought, have more issues in the long run.  

So, things we can do as leaders and educators:

• Don't be afraid to be wrong - I had a music teacher who taught me one of the best lessons in life... "If you are going to miss it... Miss it loud!"  That means sometimes we make big mistakes.  We recognize our mistakes, acknowledge them, and learn from them.
• Encourage independent thought and make mistakes learning opportunities.  My favorite acronym is PICNIC (Problem in Chair, Not in Computer).  I call it on myself often.  If learners know we too are human, our messages gain credibility and memorability.
• We are guides, not authorities - We are not the kings and queens of our classrooms, we are here to encourage the next group of great thinkers.  
• Expand your mind along with your class - Try lateral thinking puzzles.  Encourage thinking beyond the lesson.    

Respect, as the we all hear, is earned not just a fact of our position.  Forcing someone to respect us because of our position, does a disservice to those we educate and ourselves.

Leadership Freak BLOG Sourced from:  http://leadershipfreak.wordpress.com/2013/01/14/popping-the-self-delusion-bubble/

My husband and I began watching the Amazing Race during its second or third season after a friend couldn't stop raving over the program.

During that season when there were six, or nine, teams left; and they were in a desert country, with a clue that told them to dig in their designated sand lots to locate a scarab to get their next clue.  Not a single team knew what a scarab was and  they were digging around the sand in the hopes they would find "something" and there weren't any other things they might find instead of a scarab.  I was astonished that not one of these teams, raised in the United States, had any concept of something I just assumed everyone knew.  This was after the movie "The Mummy" played in theaters, which made this even more incongruous to me.  It was then I realized that many Americans, older and younger, than I, did not have the same experience as I did.  

I grew up in the suburbs outside of Washington, DC and I remember learning so many things during my years in public education.  During my sixth grade year, when we were studying Greek and Roman history, we learned about how the Christians moved their holy days to coincide with the Pagan holy days in order to convert them to Christianity.  I don't know anyone who learned this sort of concept in elementary school.  

This experience created an "ah-ha" moment in my life.  It was then I understood that there are gaps in everyone's experiences and knowledge base.  That means we as trainers and educators, we must find a way to bridge the gap between our assumptions and others experiences.  

There are many ways to work toward this understanding and bridge the gap between ourselves and those we want to educate.  Here are a few things I have found from my experience:

• Acronyms have no place in the classroom.  No matter what acronyms mean in your business or any other, they can cause a great deal of confusion.  REM could mean Rapid Eye Movement to one person and a rock band to another.
• Never assume.  I work in an industry that, while there are standards, each site does their own thing based on their impression of the industry standards.  I cannot assume the words I use for one company will even make sense to another.  
• Be clear and diversify delivery.  I keep an eye on those I train and do my best to explain topics in more than one way.  Not only is variety the spice of life but it helps us speak to everyone's experiences and learning styles.  

We all come to our interactions with others with our own experiences and perceptions. As trainers and educators, we need to be cognizant that our experiences and base of knowledge come from our life experiences and others may not share the same.