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1. First, some context…

1. First, some context…. “Controversial Topics” - Issues on which people (students) disagree - Opinions are often based on personal experience or beliefs - Conversations may be emotionally charged “Controversial Issues” - Issues on which experts disagree

judah-potts
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1. First, some context…

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  1. 1. First, some context… “Controversial Topics” - Issues on which people (students) disagree - Opinions are often based on personal experience or beliefs - Conversations may be emotionally charged “Controversial Issues” - Issues on which experts disagree - Conclusions are usually based on evidence - Disagreements are usually less passionate (for students, at least)

  2. 2. Benefits of discussing CIs a. Increases understanding of the field & world b. Enhances critical thinking skills i. Fact/ evidence vs. opinion/ anecdote ii. The power of data/ scientific method iii. Limitations of data/ scientific method iv. Tolerating ambiguity

  3. 2. Benefits of discussing CIs, cont. c. Improves oral (& written?) communication skills d. Increased self- awareness (of cognitive biases, etc.) e. Helping students learn how to disagree with others in a professional & respectful way.

  4. 3. Risks & Concerns a. Social & emotional concerns i. Offending someone ii. Heated arguments Tips: 1. Set “ground rules” on the first day 2. Invite students to talk with you about sensitive issues 3. Get to know your students, & have them get to know each other. 4. Address problems early, 1-on-1, in person.

  5. 3. Risks & Concerns, cont. b. Cognitive concerns i. Desire to maintain pre-existing beliefs can hinder openness, objectivity 1. Use as a “teachable moment” on the universal & automatic nature of confirmatory biases. - Automatic Processing (Bargh, 1994) - Confirmation Bias (Nickerson, 1998) - Belief in a Just World (Lerner, 1998)…etc. - Westen, Blagov, Harenski, Kilts & Hamann, 2006

  6. 3. Risks & Concerns, cont. b. Cognitive concerns ii. Inability to distinguish between evidence & opinion Tips: 1. Make this a primary learning objective & treat it as such (see handout for examples) 2. Teach at the appropriate level of analysis - Scaffolding is helpful 3. Be patient & accepting of their limitations

  7. 3. Risks & Concerns, cont. c. Logistical concerns i. How do I structure class time? ii. How do I assess learning? iii. What topics/ materials should I select? iv. What if students don’t talk?

  8. 3. The Fontbonne Professor • AAUP statement on professional ethics: “Professors seek above all to be effective teachers and scholars” • Fontbonne’s Mission, Vision, Values, & Commitment Emphasis throughout on critical thinking, communication, appreciation for diversity, active & ethical citizenship.

  9. References (cognitive biases) Bargh, J. (1994). The four horsemen of automaticity: Awareness, intention, efficiency and control in social cognition. In R. S. Wyer, Jr., & T. K. Srull (Eds.), Handbook of Social Cognition (Vol. 1, pp. 1-40). Hillsdale, NJ: Erlbaum Lerner, M. J. (1998). The two forms of belief in a just world: Some thoughts on why and how people care about justice. In L. Montada & M. J. Lerner (Eds.), Responses to victimization and belief in a just world: Critical Issues in Social Justice (pp. 247-269). New York, NY: Plenum Press Nickerson, R. S. (1998). Confirmation bias: A ubiquitous phenomenon in many guises. Review of General Psychology, 2, 175-220. Westen, D., Blagov, P. S., Harenski, K., Kilts, C., & Hamann, S., (2006). Neural bases of motivated reasoning: An fMRI study of emotional constraing on partisan political judgment in the 2004 presidential election. Journal of Cognitive Neuroscience, 18, 1947-1958.

  10. Additional Resources Kite, M. E., Teaching about race and ethnicity.In Dunn, D. S., Gurung, A. R., Naufel, K. Z., & Wilson, J. H. (Eds.), Controversy in the psychology classroom: Using hot topics to foster critical thinking. Washington, DC: American Psychological Association (If your dedicated semester discussion revolve largely around race) Using Taking Sides In the Classroom: http://www.mhhe.com/cls/UsingTS2.pdf

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