Myths, Facts, or Questionable Beliefs? Navigating Nuances in Education
⏲ Estimated reading time: 3 minutes
Myths, Facts, and Questionable Beliefs in all Domains
In every field, we encounter a mix of facts, myths, and questionable beliefs, and education is no exception (Christodoulou, 2014). Educational psychology views myths as widely held but scientifically unsupported beliefs about teaching and learning. These beliefs persist despite evidence to the contrary and may seem plausible initially, yet lack empirical support. Facts, by contrast, are substantiated claims backed by solid or the best available scientific evidence (Lilienfeld et al., 2010; Steins et al., 2022).
The Grey Zone

In educational and popular discourses, there is sometimes a tendency to quickly and completely pigeonhole concepts as myths or facts. The line between myth and fact can sometimes be challenging to discern, as illustrated by the contentious discussions about Power-Posing (Elsesser, 2020). This concept, which asserts that adopting powerful postures can influence feelings of power and subsequent behavior, was popularized by Amy Cuddy but later questioned due to inconsistent research findings. Despite skepticism and academic debate, some meta-analyses indicate that posture indeed affects feelings of power, spurring further research into its effects (Gronau et al., 2017). Hence, power posing occupies a space straddling myth and fact, warranting a closer look and a nuanced dialogue (Siegel, 2024).
Either it is a Myth or Fact—A False Dichotomy?
The featured image of this blog post displays a meme which humorously references a scene from Star Wars: Episode III – Revenge of the Sith, where Jedi Knight Obi-Wan Kenobi confronts his (former) student, Anakin Skywalker, who has turned to the dark side. Anakin’s binary statement “If you’re not with me, then you’re my enemy” embodies the logical fallacy of false dilemma (Tomić, 2013), to which Obi-Wan replies, “Only a Sith deals in absolutes.” This exchange metaphorically echoes the pitfalls of binary thinking in educational psychology, where rigid separations often fail to capture the complexity of the field (De Bruyckere et al., 2020).

In Favor of a Nuanced Approach in Education(al Research)

Using absolute terms like myth or fact should be approached with caution, as they insinuate complete falsehood or veracity. However, it’s vital to acknowledge that while certain beliefs are completely unfounded, others may hold a kernel of truth or stem from previously valid information. Concepts may be demonstrably incorrect, partially valid, or reflect a broader misunderstanding. Critical evaluation is key, as the devil frequently lies in the detail. In “Educational Research: The Hardest Science of All,” Berliner (2002) argues for a nuanced understanding of educational phenomena, which frequently inhabit a grey area between the extremes of black-and-white thinking.
Conclusion
In educational discourse, the term questionable belief offers a more flexible and open-ended alternative to myth, inviting scrutiny and discussion rather than immediate dismissal (Asberger et al., 2020). While the term myth has its place (carries a strong cultural connotation that grabs attention) —especially when a belief is profoundly contradicted by evidence. For instance, various learning styles theory have been extensively debunked, and continuing to refer to it as merely a questionable belief could imply that it still has potential validity (Kirschner et al., 2017; Pashler et al., 2008). Sintra and Jacobson describe educational myths as “zombie concepts” that persist due to cultural perpetuation (Sinatra & Jacobson, 2019)—the term questionable belief encourages a more constructive conversation. For my habilitation / postdoctoral project MYTHSE, which is about identifying, understanding, and challenging (potential) myths in and about sustainability education, I use the terms myths, facts, questionable beliefs deliberately informed by context and intent.
📚 References
- Asberger, J., Thomm, E., & Bauer, J. (2020). Empirische Arbeit: Zur Erfassung fragwürdiger Überzeugungen zu Bildungsthemen: Entwicklung und erste Überprüfung des Questionable Beliefs in Education-Inventars (QUEBEC). Psychologie in Erziehung und Unterricht, 66(PrePrint). https://doi.org/10.2378/peu2019.art25d
- Berliner, D. C. (2002). Educational Research: The Hardest Science of All. Educational Researcher, 31(8), 18–20.
- Christodoulou, D. (2014). Seven myths about education. Routledge.
- De Bruyckere, P., Kirschner, P. & & Hulshof, C. (2020). More Urban Myths About Learning and Education. Challenging Eduquacks, Extraordinary Claims, and Alternative Facts. Routledge.
- Elsesser, K. (2020). The Debate On Power Posing Continues: Here’s Where We Stand. Forbes. https://www.forbes.com/sites/kimelsesser/2020/10/02/the-debate-on-power-posing-continues-heres-where-we-stand/?sh=3d021ede202e
- Lilienfeld, S. O., Lynn, S. J., Ruscio, J., & Beyerstein, B. L. (2010). 50 great myths of popular psychology: Shattering widespread misconceptions about human behavior. Wiley-Blackwell.
- Gronau, Q. F., Van Erp, S., Heck, D. W., Cesario, J., Jonas, K. J., & Wagenmakers, E.-J. (2017). A Bayesian model-averaged meta-analysis of the power pose effect with informed and default priors: The case of felt power. Comprehensive Results in Social Psychology, 2(1), 123–138. https://doi.org/10.1080/23743603.2017.1326760
- Kirschner, P. A. (2017). Stop propagating the learning styles myth. Computers & Education, 106, 166–171. https://doi.org/10.1016/j.compedu.2016.12.006
- Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning Styles: Concepts and Evidence. Psychological Science in the Public Interest, 9(3), 105–119. https://doi.org/10.1111/j.1539-6053.2009.01038.x
- Siegel, S. T. (2024). Educational Myths Debunked. Lehrblick – ZHW Uni Regensburg. https://doi.org/10.5283/ZHW.20240215.EN
- Sinatra, G. M., & Jacobson, N. (2019). Zombie Concepts in Education: Why They Won’t Die and Why You Cannot Kill Them. In P. Kendeou, D. H. Robinson, & M. T. McCrudden (Eds.), Misinformation and fake news in education (S. 7–27). Information Age Publishing, Inc.
- Steins, G., Spinath, B., Dutke, S., Roth, M., & Limbourg, M. (Eds.). (2022). Mythen, Fehlvorstellungen, Fehlkonzepte und Irrtümer in Schule und Unterricht. Springer.
- Tomić, T. (2013). False Dilemma: A Systematic Exposition. Argumentation, 27(4), 347–368. https://doi.org/10.1007/s10503-013-9292-0
OpenEdition suggests that you cite this post as follows:
Dr. Stefan T. Siegel (March 19, 2024). Myths, Facts, or Questionable Beliefs? Navigating Nuances in Education. Evidence-informed Sustainability Education (EvSusEd). Retrieved May 22, 2025 from https://doi.org/10.58079/12m7u