In Hans Christian Andersen's famous fairy tale The Emperor's New Clothes, two con artists enter the kingdom and convince the Emporer that they make the finest clothes in all of the land. They further hoodwink him into believing that anyone unable to see these clothes (and their beauty) was too stupid to see it.
The con artists continued to require gold, silk, and other precious items for the king's new outfit, only to use them for their own ill-gotten gain.
They eventually produce nothing but, fearful of being thought of as stupid, the king pretends not only to see the outfit, but to appreciate it for all its beauty. Once word leaked of the situation, the king's men and townspeople kept silent and agreed with the king so as not to be thought of as stupid by their peers.
Finally, a small child comes forth and screams "The emperor has NO clothes!" The child's unwillingness to go along with the ruse forced one and all to admit that they had been tricked and duped by two swindlers.
The Emperor's New Clothes is a perfect example of pluralistic ignorance. The emperor believed that everyone agreed with him, when actually they did not.
Pluralistic ignorance abounds in our society, and it is linked to everything from global warming, political affiliations, and even the War in Ukraine. Wherever there is power, there is pluralistic ignorance, even in your classroom.
Maybe you think your students like a piece of music more than they actually do. Or, they are more excited about next year's show or new uniform design than they actually are. Perhaps you think your jokes are funnier than they do!
On a more pragmatic or instructional level - maybe you think a passage is more accessible than they do, or your rehearsal pacing is spot on, when they feel overwhelmed or bored. Perhaps you think they are practicing more or less than they actually are.
Remember the emperor? His inability to see what was right in front of him (the mirror) was the genesis of his foolishness, and his pride and vanity made him unable to see the truth for what it was.
When I look back to my days in the classroom (and perhaps my current days on a stage), I clearly see the emperor in me. I was so sure, so certain, so in control. I believed I had all the answers. And when I knew I didn't, my pride wouldn't let me be vulnerable enough to admit that I couldn't see what was right in front of me. I couldn't hear what others heard and was at times unable to solve problems that others had.
In short, I was making it all up and pretending that I had all of the answers when I didn't. Youthful inexperience? For sure. Self-preservation? Likely. Ego? Most certainly! Whatever the reason, early on, I was more comfortable being the emperor, the fool, than I was in being honest and humble.
I imagine some of my students saw right threw me and knew of my tomfoolery; fortunate for me, they were kind enough not to point it out, thus allowing me to continue with my pluralistic ignorance.
Have a great week.
- Scott
p.s. I am doing a free virtual student leadership workshop for my Patrons and their students next April 26th. Stay tuned for details.