 Education, it is generally granted, fosters belief: in the typical propositional case, Smith teaches Jones that p, and if all goes well Jones learns it and comes to believe it. Education also has the task of fostering open-mindedness and an appreciation of our fallibility: All the theorists mentioned thus far, especially those in the critical thinking and intellectual virtue camps, urge their importance. But these two might seem at odds. If Jones (fully) believes that p, can she also be open-minded about it? Can she believe, for example, that earthquakes are caused by the movements of tectonic plates, while also believing that perhaps they aren’t? This cluster of italicized notions requires careful handling; it is helpfully discussed by Jonathan Adler (2002, 2003), who recommends regarding the latter two as meta-attitudes concerning one’s first-order beliefs rather than lessened degrees of belief or commitments to those beliefs.