Prolegomena to the Discussion on Teaching Controversial Issues

Autor/in	Gusacov, Eran
Titel	Prolegomena to the Discussion on Teaching Controversial Issues
Quelle	In: Studies in Philosophy and Education, 41 (2022) 4, S.425-444 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gusacov, Eran)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-3746
DOI	10.1007/s11217-022-09826-8
Schlagwörter	Controversial Issues (Course Content); Teaching Methods; Educational Objectives; Deception; Information Literacy; Political Attitudes + Suchen Sie Ihr Suchwort? Controversial issues; Kontroverse; Teaching method; Lehrmethode; Unterrichtsmethode; Educational objective; Bildungsziel; Erziehungsziel; Täuschung; Informationskompetenz; Political attitude; Politische Einstellung
Abstract	Numerous articles and books focus on questions about teaching controversial issues in the classroom, and these controversial issues are on the educational agenda in many countries. The modest goal of this essay is to lay the necessary groundwork for a discussion and study of the goals for teaching controversial issues in schools, in order to examine the practicability of achieving them in the educational reality, and to study possible ways for raising such subjects in the classroom. It refines and adds to the concept of "controversial issues" from a particular, timely, perspective. The rise of "fake news" and "illiberal democracy," including empowered illiberal subgroups in liberal democratic polities demands a reconsideration and new delineation of some of the major tenets proposed by previous scholarship. The delineation that is proposed here moves through three stages. The first stage separates and distinguishes between the controversial issues and the assertions that according to the criteria that logical positivists have coined are meaningful. The second stage proposes the main criterion for defining a topic as controversial, and this is the epistemic-rational criterion, as defined in this essay. The third delineation stage proposes seeing a subject as being controversial if it is currently relevant for social and political life. Moreover, the essay asserts that the result of the examination of these three stages is dependent upon the context -- time and place -- in which the educational act occurs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01