Planning a course with controversial topics
In many subjects, discussion of sensitive topics is unavoidable. The ultimate goal of including sensitive and controversial topics in class discussions is to support productive and critical thinking in classrooms. Since sensitive and controversial topics likely evoke strong emotions and may generate conflict, preparation becomes necessary for a successful incorporation of sensitive topics in a classroom.
Based on the article of David Pace entitled “Teaching Supercharged Subjects”, there are ten strategies that can be employed in a great variety of teaching situations:
- Recognize that there are emotions and opinions about topics that students hold before they come to class;
– Reshaped the existing course material to create structured learning experiences at the beginning of the semester that prepare students to think about issues to be discussed more productively.
– Reshaped the existing course material to create structured learning experiences at the beginning of the semester that prepare students to think about issues to be discussed more productively.
- Prepare students for the kinds of thinking that are required to deal productively with the controversial issue;
– When applicable, students should be able to consider a question from multiple perspectives; see these perspectives as rooted in specific historical contexts; weigh evidence to determine which of several positions is more plausible; and tolerate the ambiguity and uncertainty that generally surrounds the interpretation of historical events.
– When applicable, students should be able to consider a question from multiple perspectives; see these perspectives as rooted in specific historical contexts; weigh evidence to determine which of several positions is more plausible; and tolerate the ambiguity and uncertainty that generally surrounds the interpretation of historical events.
- The operations required for a successful encounter with a controversial issue must be repeatedly and explicitly modeled for students;
– This involves modeling not only the kinds of cognitive operations that will be used in grappling with emotionally charged material, but also the kinds of social roles that are most productive in thinking collectively about such issues.
– This involves modeling not only the kinds of cognitive operations that will be used in grappling with emotionally charged material, but also the kinds of social roles that are most productive in thinking collectively about such issues.
- A productive discussion of controversial issues requires the ability to shift perspectives to see the question from different points of view.
– Research on attitudinal change suggests that role-playing can be effective in loosening commitment to strongly held beliefs or habits.
– Research on attitudinal change suggests that role-playing can be effective in loosening commitment to strongly held beliefs or habits.
- Students must be able to relate controversial questions to broader conditions;
– Role-play or oral histories can be effective.
– Role-play or oral histories can be effective.
- Individual and collaborative exercises in which particular aspects of defending an argument could be practiced.
– Students should master collecting background information on various issues being discussed.
– Students should master collecting background information on various issues being discussed.
- Students can easily revert to simplistic arguments when faced with an issue that provokes powerful emotions.
– Present students with a series of smaller judgments that would create a little emotional distance from the subject matter: 1) Have students define the terms in which the issue has been faced in the past; 2) Have students evaluate the validity of criteria that have been used to discuss the issue; 3) Have students widen the range of possible positions; 4) Have students contemplate their personal responses.
– Present students with a series of smaller judgments that would create a little emotional distance from the subject matter: 1) Have students define the terms in which the issue has been faced in the past; 2) Have students evaluate the validity of criteria that have been used to discuss the issue; 3) Have students widen the range of possible positions; 4) Have students contemplate their personal responses.
- Ask students to pull back from their interactions and explicitly consider some unexamined issue that had found its way into the discussion (e.g., moral limits to the use of violence in wartime).
– Encourage students to develop a mutually acceptable means of discussing controversial issues.
– Encourage students to develop a mutually acceptable means of discussing controversial issues.
- Encourage students make the discussion their own.
- clarify that emotions are an essential part of dealing with the world, and emotions should not be completely banished from the classroom.
Source: David Pace, “Teaching Supercharged Subjects” College Teaching 51(2), Spring, 2003: 42-45.
