Because higher education brings members of academic communities in direct contact with students, the reflective higher education student is in an excellent position for developing two important intellectual virtues: confidence and humility. However, academic communities differ as to whether their members reach consensus, and their teaching practices reflect this difference. In this essay, Ward Jones argues that both consensus-reaching and non-consensus-reaching communities can encourage the development of intellectual confidence and humility in their students, although each will do so in very different ways. (Contains 15 footnotes.)