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Humility within Higher Education, the Health Care Setting, and Society
Jennifer Rodgers
Molloy College










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Through higher education, it is believed that students gain the intelligence needed
to formulate effective solutions. However, higher education is often misguided, with the
student accepting information without justification of its content. When rules are taught
without understanding, the ability to reason is often relinquished. Arrogance may ensue
as memorization is mistaken for knowledge, so that humility becomes an important value
in the role of higher education (Paul, 1999). The humble professor will not teach
according to his or her own agenda, but rather in a way that is best for the students,
instilling in them a genuine understanding of the material being presented, and
encouraging a desire to learn and perform to ones best ability. A student cannot assume
to know all there is to know through memorization. In this way, it becomes prudent to
recognize that without implementing a new nurse with a sense of humility, he or she will
not act in a manner vital for the good of their patients (Castledine, 2011).
According to Dictionary.com (2012), humility is a noun defined as the quality or
condition of being humble; modest opinion or estimate of ones own importance, rank,
etc. A humbled person may be submissive or inconspicuous. This, however, is not to be
seen as a sign of weakness. Throughout history, there have been many examples of
remarkable persons performing acts of humility. Thomas Merton, a renowned
Dominican priest, was quoted as saying, Pride makes us artificial and humility makes us
real (Merton, 2005 pg. 119). As a young girl, Mother Theresa was drawn to a life of
humility. By the age of 18, she professed her faith in God, and became a nun. Living in
a community with her fellow sisters and working with the poor, she never considered
them less than her equal. She worked tirelessly to provide a better life for those less
fortunate, and received a Nobel Peace Prize for her efforts. Still others have worked
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hard for great accomplishments that have gone unnoticed (Kolodiejchuk, 2007). One
particular example is a baseball player named Jim Thome. Jim focused on meeting the
needs of his teammates, treating them with respect, and encouraging younger players. A
tremendous athlete, he is 7
th
on the all time home run list with the likes of Babe Ruth,
Hank Aaron, and Willie Mays, yet managed to stay out of the spotlight throughout his
22-year career. Commonly referred to as the ever-humble Thome, Jim acted selflessly
while contributing behind the scenes to the sport he loved (Bollinger, 2011). Although
the circumstances involving these two great individuals are different, the core value of
humility is apparent. Humility carries a powerful impact on society by inspiring those
around you to work to their best potential, and, without the need for attention, provides
satisfaction in promoting outcomes that benefit others.
Humility in the classroom setting within higher education additionally proves
vital. There are educators that place a major emphasis on the consumption of curriculum
as a gauge for knowledge, covering large amounts of content in short periods of time.
Their students memorize facts and data during the semester in order to pass exams and
advance in their programs. However, a humble instructor is an accomplished educator
who is not as focused on how well the students score on exams, or how quickly content
may be covered in class, but looks to challenge the students and have them discover the
answers on their own and enjoy the learning process. Professors who are quick to correct
or respond curtly to a student show intellectual arrogance. Such behaviors do not foster
critical thinking abilities and build confidence in their students. Through the practice of
humility, a professor can shape both a students attitude and intellectual characteristics,
which will be carried with them and applied to other areas of their lives. The humble
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professors actions are often not rewarded or placed on a pedestal; however, a professor
cannot be deemed as great or important without positively impacting the lives of those
they teach (Berrett, 2012).
Humility in providing nursing care within the hospital setting is additionally
important. The humble nurse that goes beyond what is expected when aiding in patient
care does not do so for monetary rewards, but for personal satisfaction. As nurses care
for persons in their most vulnerable state of being, many situations arise in which a nurse
feels humbled and privileged to be in such a caring profession (Castledine, 2011). There
are several simple acts a nurse performs that yield towards humility. The simple act of
washing a patients feet, which goes beyond the duty of care and has been described as
creating a feeling of interconnectedness between the nurse and the patient (deVries,
2004). A nurse may go out of their way to find that extra pillow in the linen closet, or
order a favorite meal for dinner in order to make their patient more comfortable. A
nurse may hold a patients hand during a painful procedure, and often takes the time to sit
and empathically listen to a patient after theyve been given a terrible diagnosis.
Frequently patients and their family members will take pleasure in the care of a particular
nurse and seek them out. An ill patient and their family members may be disheartened by
another hospital admission, but become comforted when they see a nurses familiar face.
Such instances of humility are not found in textbooks, but must come from within. In
this way, the value of humility is significant in health care for a nurse as it allows them to
be reflective upon the care they provide, the meaning of life, and of their own beliefs
(Castledine, 2011).
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Subsequently, the value of humility may be demonstrated within the
interconnection of high education, health care, and society. In the past, the concept of a
nurse was merely that of a doctors handmaiden. Unfortunately, this image of a
submissive nurse is still held by many in society today, even though the individual is a
highly skilled professional (Takase, Maude, & Manias, 2006). In spite of their personal
convictions, with short staffing situations, greater stress, and more liability, there is
sometimes little incentive for a nurse to act humbly when performing acts of care to their
patients (Castledine, 2011). As such, he or she must be inspired to utilize the value of
humility. The drive for a nurse to be humbled may be introduced and reinforced at the
college level. Professors who provide for life lessons and confidence, instead of focusing
solely on teaching toward an examination, will enable stronger, more humbled nurses in
the future (Berrett, 2012). Some nurses do the minimum of what is necessary during
their shift. However, the humble nurse will go beyond what is required, all without
expecting any recognition for their efforts, knowing it will bring optimum results.
Without valuing the characteristics of humility, the world would be unjust, filled with
people who are cynical, arrogant, and have no concern to better the lives of others (Paul,
1999).
My personal philosophy of nursing education relates to four dispositions, each
specific to a different global understanding of the nursing profession. First, as a nursing
educator its important to emphasize how a nurse should conduct themselves post school
and post certification exams. Nurses should be enabled to think critically when providing
care and always keep their patients needs in the forefront. They should ensure that the
patient has the understanding and support needed to attain their goal of good health.
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Another part of my philosophy as it pertains to nursing education is to empower students
to feel confident in their abilities as they venture into the professional world. Students
should understand the value of their education, and be proactive in the utilization of the
skills developed so as to provide for positive outcomes. Nursing students should also
treat their patients with respect and dignity, and understand the concepts of empathy and
compassion. Age and bias should never be a factor when handling a patient. Appropriate
care should be given in a manner that can be best understood, as all patients deserve the
opportunity for good health. Such care should be provided with patience and caring, as
the nurse must consider not only the patients physical health, but mental well-being as
well. Lastly, nursing students should become lifelong learners with a willingness to
enthusiastically continue educating themselves with advancements made in areas of
nursing. Overall, my goal as a nursing educator will be to educate nursing students
completely, explaining curriculum and offering encouragement, support, and tangible
experiences that will help others understand the global perception of nurses.
Humility is a word with many synonyms that points to an atmosphere of
humbleness and modesty. Acting with humility, there are educators that relish in knowing
they have provided necessary nursing skills to students who are grateful for the
opportunity to contribute to a unique profession. A humble nurse is someone who is
committed to helping others, and whose reward lies in the satisfaction of implementing
care and witnessing the progress made. Subsequently, humility is a quality that must be
commended and revered, as those holding this value make the world a healthier and more
productive place for society.

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References
Berrett, D. (2012). Habits of mind: Lessons for the long term. Chronicle of Higher
Education. 59(7) pA1-A6.
Bollinger , R. (2011, August 16). Thome becomes eighth to hit 600 homers: Twins slugger
joins elite with three-run shot off tigers' schlereth.. Retrieved from
http://mlb.mlb.com/news/article.jsp?ymd=20110815&content_id=23251446&vk
y=news_mlb&c_id=mlb.
Castledine, G. (2011). Humility in nursing. British Journal Of Nursing. 20(8), 527.
deVries, K. (2004). Humility and its practice in nursing. Nursing Ethics. 11(6). 577-586.
Dictionary.com. (2012). Humility. Retrieved from
http://dictionary.reference.com/browse/humility?s=t.
Kolodiejchuk, B. (2007). Mother theresa: Come be my light. New York: Doubleday.
Merton, T. (2005). No man is an island. (p. 119). Boston, MA: Shambhala.
Paul, R. (1999). Critical thinking, moral integrity, and citizenship: Teaching for the
intellectual virtues. In B. Pescosolido & R. Aminzade (Eds.), The social worlds of
higher education; Handbook for teaching in a new century. (pp. 128-136).
Thousand Oaks, California: Pine Forge Press.
Takase, M., Maude, P., & Manias, E. (2006). Impact of the perceived public image of
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