One, how can you believe any of your opinions are right or wrong, if the opposite opinion is equally right or wrong?

Two, if all opinions are equal, it follows that the opinion that all opinions are not equal is just as good as the opinion that all opinions are equal. Yes equals no.

Three, if all opinions are equal, then why should not all behaviors be equal in value? Why should any behavior be truly worse than another? Isn't it just a matter of opinion that murder, say, is less good than playing cards?

Four, if all opinions are equal, why are people encouraged to get a second opinion when faced with a major illness (or even major car trouble). It only makes sense to go for more than one opinion if some opinions are better (have a better chance, if followed, of leading to health or to a lower car repair bill) than others.

Five, if all opinions are equal, why are we bothering with research, with getting more facts, finding better ways of doing things (including more effective ways of reaching students). In fact, I haven't wanted to stop with the opinion that some opinions are better than others. I also think that by looking further at the question, maybe I will come to a better way of reaching more students. In other words, it won't be just an unresearched unbacked opinion that this is a more effective way. It will be (as all opinions should be) as backed as possible backed by thought, experience, research, evidence.

(As aside, if one has an unbacked opinion - say, a quick first ipression - the best thing is to acknowledge this.)

Back to, not stopping with an opinion, going on to getting as much evidence as possible. With teaching as well, by seeing what happens in class, by experimenting, I've found some approaches work better than others - because it has been far more than once that I have met the opinion that all opinions are equal. In fact, it's something I think all parents and teachers should look at and explore, to break the spell of this rigid (and inaccurate) opinion.

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One thing that I am sure plays into students being sure that all opinions are equal is another belief held by the vast majority of them, that they should not be judgmental - as if making good, well-founded judgments were not an important human activity.