I like your idea that the applicability of EA concepts in daily life decision-making can be used to show EA as a powerful tool. I haven’t specifically done that yet but have considered it.
I had expected to get pushback when I first started teaching about prioritizing causes and was careful about how I introduced it. However, students don’t really push back on it, and when we work through examples, they do understand why an EA might prioritize, for example, schistosomiasis charities over cancer ones. That said, based on post-lesson surveys, that doesn’t always translate to a shift in thinking after the lesson (though for some students it has.) I’m still working on bridging the gap between mastery of a theoretical concept and actual application in real life.
I like your idea that the applicability of EA concepts in daily life decision-making can be used to show EA as a powerful tool. I haven’t specifically done that yet but have considered it.
I had expected to get pushback when I first started teaching about prioritizing causes and was careful about how I introduced it. However, students don’t really push back on it, and when we work through examples, they do understand why an EA might prioritize, for example, schistosomiasis charities over cancer ones. That said, based on post-lesson surveys, that doesn’t always translate to a shift in thinking after the lesson (though for some students it has.) I’m still working on bridging the gap between mastery of a theoretical concept and actual application in real life.