4. Teaching Supercharged Subjects
Controlled Fission: Teaching Supercharged Subjects
While some topics can suddenly and unexpectedly generate heated discussion and hot button moments, others are easily identifiable as "supercharged subjects". Below are some strategies for planning a course that facilitates quality discussion and thoughtful debate, particularly when the subject matter that is divisive or emotionally charged.
- Begin to shape the terms of debate long before the controversial issue arises in class.
As a class, consider reviewing different perspectives and underlying knowledge bases forming major arguments around the topic. - Define the kinds of mental operations that are required to deal effectively with the controversial issue.
Lay out the possible assumptions behind specific arguments, unpack popular attitudes around it and what these may convey. - Systematically model the operations and roles that students will need to successfully encounter the controversial subject.
Consider ways in which people might respectfully disagree about or expand upon a topic ("I wonder if you have considered this from the perspective of..." - Provide students with experiences of seeing a question from multiple perspectives.
Offer multiple critiques or discussions of the topic from very different viewpoints and angles. - Give students practice at contextualizing controversial issues.
Discuss what the cultural, contextual, historical and social contexts surrounding the issues may be. - Approach the controversial issue incrementally:
Step 1. Have students define the terms in which the issue has been faced in the past.
Step 2. Have students evaluate the validity of criteria that have been used to discuss the issue
Step 3. Have students widen the range of possible positions.
Step 4. Then have students contemplate their personal responses. - Interrupt the discussion to make points of disagreement explicit and observe them together.
"Let's pause here and consider what central disagreements and sticking points we can observe." - Despite the structure, make sure the discussion belongs to the students, and be prepared to take advantage of student input at every stage.
Source: Adapted from Pace, 2003.