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Link from marginal revolutions blog

Overconfidence has been studied in 3 distinct ways.
Overestimation is thinking that you are better than you are.
Overplacement is the exaggerated belief that you are better than others.
Overprecision is the excessive faith that you know the truth.
These 3 forms of overconfidence manifest themselves under different conditions, have different causes, and have widely varying consequences. It is a mistake to treat them as if they were the same or to assume that they have the same psychological origins.

Source: The three faces of overconfidence – Moore – 2017 – Social and Personality Psychology Compass – Wiley Online Library

Listening for EmotionAt the fourth level we listen for any emotions and or identity issues that may be driving their argument.  These emotions or issues may (unlikely) or may not (most assuredly) make sense to us but at this level we recognize their significance to the other side as they talk about what is important to them. Listening for Their Point of ViewOne level beyond that is where we listen for what their argument, phrase, or statement says about who they are in world.  What does it symbolize or represent to them?  This is where we filter their emotion and logic through a prism of empathy. It is where we should be as negotiators. Getting beyond the cursory level of understanding to a deeper appreciation of their world view.  If we do not understand their world view, we do not really understand them.  If we do not understand them, we will never influence them.  It it is difficult to maintain this level of listening every waking moment of everyday but we need to be ready and willing to get here when the situation dictates.

Source: Did You Know There Are 5 Levels of Listening?

Indeed, Caplan has done us a service by compelling us to pay attention to a number of distressing facts: U.S. adults who have gone through our public schooling system are astonishingly ignorant of basic civics, history and science. Millions of people who start college will never finish. And the payoff for schooling is primarily about how many hours we have sat in classrooms rather than how much we have actually learned. Tick the boxes, get your degree and employers will smile on you, regardless of whether you gained any real skills and knowledge along the way.But Caplan’s instrumental, bottom-line solutions of practical subject matter and financial austerity certainly won’t help. Indeed, there is a twisted logic at play when we use dismal average student outcomes to justify the call for public divestment from education. When the most vulnerable students fail to thrive in inferior schools, we attribute their sub-par performance to their own inferiority. To tell these students they need fewer credentials in the name of social efficiency is a gross injustice.Surely, schools should be in the business of opening rather than closing doors.

Source: We Don’t Need No Education? | Boston Review