{"id":62441,"date":"2026-03-16T10:18:12","date_gmt":"2026-03-16T01:18:12","guid":{"rendered":"https:\/\/rihe.hiroshima-u.ac.jp\/?p=62441"},"modified":"2026-03-16T10:18:18","modified_gmt":"2026-03-16T01:18:18","slug":"innovations-in-education-and-teaching-international-sakurai-en","status":"publish","type":"post","link":"https:\/\/rihe.hiroshima-u.ac.jp\/en\/2026\/03\/innovations-in-education-and-teaching-international-sakurai-en\/","title":{"rendered":"Associate Professor Sakurai\u2019s co-authored article is published"},"content":{"rendered":"\n

Associate Professor Yusuke Sakurai\u2019s co-authored paper is published on\u00a0Innovations in Education and Teaching International.

Title:<\/strong> “Turning the spotlight on intellectual humility: A potentially novel approach to fostering doctoral development (and researcher independence)”
Authors:<\/strong> Elliot, D. L., Albertyn, R. M., & Sakurai, Y.
Journal:<\/strong> Innovations in Education and Teaching International
Publication date:<\/strong> 10 February 2026

This paper is available in open access. For more information, please visit the following link:
🔗 https:\/\/doi.org\/10.1080\/14703297.2026.2629481<\/a>

<\/p>\n

The Power to Say “I Don\u2019t Know yet” Makes Better Researchers: How Intellectual Humility Innovates Personal Growth<\/strong><\/span>

Graduate research, especially the path toward a PhD, is often described as a “journey from the unknown to the known”. As they face mountains of data and complex theories, many researchers hit a wall. Some experience “Imposter Syndrome”\u2014the overwhelming fear that they don’t actually know anything\u2014while others may fall into the “Dunning-Kruger Effect,” where they overestimate their own knowledge and abilities. A research paper published in February 2026 by Dely Elliot, Ruth Albertyn, and Yusuke Sakurai suggests that the key to overcoming these struggles and becoming a truly independent researcher lies in “Intellectual Humility”.<\/p>\n

What is “Intellectual Humility”?<\/strong>
When you hear the word “humility,” you might think of someone simply acting modest or self-deprecating. However, the “Intellectual Humility” (IH) proposed in this paper is a much more dynamic and strategic approach. It refers to the ability to conduct a “realistic appraisal” of both your strengths and your weaknesses. In short, it is an honest attitude toward knowledge: not exaggerating what you know and not hiding what you don’t know.<\/p>\n

The paper describes IH as a delicate balance\u2014like an “Aristotelian mean”\u2014between two extremes:<\/p>\n

Intellectual Arrogance: Believing you already know everything and rejecting the opinions of others. This mindset brings personal growth to a standstill.
Intellectual Servility: Lacking confidence in your own views and simply mimicking authority figures or staying silent. This, too, prevents new discoveries.<\/p>\n

\"\"<\/a>

Image generated by Copilot<\/p><\/div>\n

By maintaining a balance between these two extremes, much like a “see-saw,” Intellectual Humility becomes the “fulcrum to transformation” that enables flexible thinking and new learning.<\/p>\n

A Global Value with Diverse Faces<\/strong>
An interesting aspect of this study is that it was a collaboration between researchers from very different cultural backgrounds: Britain, Japan, and South Africa.<\/p>\n

In Japan, the proverb “A wise hawk hides its talons” illustrates a cultural value for discretion and maintaining social harmony rather than boasting about one’s competence.
In South Africa, the philosophy of “Ubuntu” (the idea that “I am because we are”) emphasizes the collective and the community as a source of knowledge.
In Britain, religious and historical influences have shaped a tradition of not praising one’s own achievements.<\/p>\n

While the “shape” of humility differs by culture, the core truth remains the same: the willingness to recognize your limits and learn through connections with others is essential for intellectual growth.<\/p>\n

How Can We Develop “Intellectual Humility”?<\/strong>
The paper proposes a three-step pathway to cultivating this ability:<\/p>\n

1.Understanding: Recognizing that IH is not a sign of weakness or a lack of confidence, but rather the “engine” that drives learning.
2.Metacognitive Effort: Taking a step back to observe your own thinking process and constantly asking yourself, “Do I truly understand this?”.
3.Disposition: Realizing that the state of our knowledge is always changing, so we must engage in “constant adjustment” to keep our balance.<\/p>\n

A Future Changed by This Research: A “Fulcrum” for Lifelong Learning<\/strong>
Practising Intellectual Humility offers huge benefits for both students and their supervisors. When teachers show that they, too, are still on a journey of learning\u2014a practice called “Cognitive Modelling”\u2014it builds a healthy, trusting relationship and creates a more creative research environment.<\/p>\n

We often feel a heavy pressure to be “perfect experts.” However, this research suggests that the courage to admit “I don’t know yet” and to keep an open mind toward the unknown is exactly what leads to true intellectual independence. Beyond the world of research, Intellectual Humility can serve as a lifelong compass for all of us living in today\u2019s rapidly changing knowledge society.<\/p>\n

\u00a0<\/p>\n

\u00a0<\/p>\n



<\/p>\n","protected":false},"excerpt":{"rendered":"

Associate Professor Yusuke Sakurai\u2019s co-authored paper is published on\u00a0Innovations in Education and Teaching International. Title: “Turning the spotlight on intellectual humility: A potentially novel approach to fostering doctoral development (and researcher independence)”Authors: Elliot, D. L., Albertyn, R. M., & Sakurai, Y.Journal: Innovations in Education and Teaching InternationalPublication date: 10 February 2026 This paper is available in open access. For more information, please visit the following link:🔗 https:\/\/doi.org\/10.1080\/14703297.2026.2629481 The Power to Say “I Don\u2019t Know yet” Makes Better Researchers: How Intellectual Humility Innovates Personal Growth Graduate research, especially the path toward a PhD, is often described as a “journey from the unknown to the known”. 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