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Troublesome Knowledge

Troublesome knowledge refers to information or concepts that challenge existing beliefs, norms, or paradigms, causing discomfort, uncertainty, or cognitive dissonance. This concept is often discussed in the context of learning, where students may encounter ideas that contradict their previous understanding or cultural upbringing.

Here are a few examples of troublesome knowledge:
  1. Scientific Discoveries
    • New scientific findings may challenge long-held beliefs or societal norms. For instance, the theory of evolution can be troublesome for individuals who adhere strictly to creationist beliefs. Image of Every Child Matters graphic
  2. Historical Realities
    • Learning about historical events such as colonization, slavery, or genocide can be troubling, particularly for those who identify with the perpetrators or beneficiaries of such actions.
  3. Socio-political Issues
    • Discussions around topics like systemic racism, privilege, or gender inequality can challenge deeply ingrained societal structures and personal beliefs.
  4. Ethical Dilemmas
    • Moral and ethical dilemmas can arise when individuals are confronted with situations where their actions conflict with their values or beliefs.
  5. Cultural Differences
    • Exposure to diverse cultures and perspectives may challenge ethnocentric views and force individuals to reconsider their own cultural biases.
  6. Personal Identity
    • Exploring one’s own identity, including aspects of race, gender, sexuality, or religion, can be uncomfortable when faced with societal expectations or discrimination.

In education, addressing troublesome knowledge requires creating a safe and supportive learning environment where students can critically engage with challenging ideas. It involves encouraging open-mindedness, critical thinking, and empathy, while also providing resources and support for individuals grappling with conflicting information or beliefs. Ultimately, confronting troublesome knowledge can lead to personal growth, expanded perspectives, and a deeper understanding of the world.

VIDEO: Threshold Concepts, Troublesome Knowledge, and Implications for Assessment

LINK TO VIDEO (52:09 minutes): In this video Professor Ray Land from Durham University, UK talks about Threshold Concepts, Troublesome Knowledge, and Implications for Assessment.

Threshold Concepts and Troublesome Knowledge – Implications for Assessment from CEM on Vimeo.

VIDEO: Ray Land: Threshold Concepts and Troublesome Knowledge

LINK TO VIDEO (1:03:28 minutes): In this video Ray Land, a plenary speaker at Elon University’s 2011 Teaching and Learning Conference, outlines a new analytical framework to inform program design and assessment, building on the notion of Threshold Concepts’.

VIDEO: Threshold Concepts in Coaching

LINK TO VIDEO (58:59 minutes): In this video Steven Johnson, Head of Coaching at BPP University, a private university in the UK talks about threshold concepts and reflective practice. Steven has over 20 years of experience working in the higher education sector, with leadership experience relating to initial teacher training, continuing professional development, and widening participation.

READING: Integrating Threshold Concepts into the Curriculum

LINK TO READING: From the Office of Teaching and Learning at the University of Guelph. The Office of Teaching and Learning (OTL) is the leader in championing the University of Guelph’s pedagogical mission. The Office provides expertise in, and passionately advocates for, innovative and evidence-informed pedagogical approaches to build, maintain, and promote collaborative successes for their learners and campus community.

Learn more about threshold concepts on this site: