Epistemic Humility vs. Credentialism: The Educational Paradox in Modern Healthcare

This commentary examines the phenomenon of credentialism, i.e., the overemphasis on or misuse of credentials, and its role in the decline of epistemic humility, particularly within anti-vaccine movements. Drawing on recent research by Cosgrove and Murphy (2023) and relevant case studies, this commentary explores how credentialism, when interacting with certain personality traits (e.g., narcissism, low intellectual humility), can undermine critical thinking and scientific literacy. This overconfidence often leads individuals to assume that expertise in one field equates to competence in other domains. However, intelligence and education alone do not ensure sound scientific judgment or rational decision-making. Personality traits such as intellectual arrogance or hyper-confidence can significantly hinder the effective application of knowledge. Research indicates that individuals with higher intelligence are frequently more adept at rationalizing pre-existing beliefs and constructing sophisticated justifications for incorrect conclusions. When combined with traits like narcissism or excessive self-assurance, this can result in a paradoxical effect: greater intelligence and education may lead to worse outcomes, as individuals become resistant to correction, dismissive of contrary evidence, and prone to overestimating their understanding of complex issues. This dynamic can lead to the misuse of credentials, where individuals leverage their academic or professional authority to lend credibility to pseudoscientific claims, particularly in fields outside their area of expertise. This misuse of credentials, termed "credentialed arrogance," amplifies susceptibility to conspiracy theories, even among those with advanced education. This study highlights the complex interplay between credentialism, personality traits, and critical thinking, underscoring the need for educational systems to prioritize epistemic humility and media literacy alongside traditional academic knowledge.