Daring to Debate: Strategies for Teaching Controversial Issues in the Classroom

Autor/in	Fournier-Sylvester, Nicole
Titel	Daring to Debate: Strategies for Teaching Controversial Issues in the Classroom
Quelle	In: College Quarterly, 16 (2013) 3, (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1195-4353
Schlagwörter	Higher Education; College Students; College Faculty; Debate; Controversial Issues (Course Content); Discussion (Teaching Technique); Curriculum Design; Educational Environment; Persuasive Discourse; Current Events; Social Problems; Political Issues; Student Participation; Teacher Role; Facilitators (Individuals); Critical Thinking + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Fakultät; Debating; Streitgespräch; Controversial issues; Kontroverse; Lehrplangestaltung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Persuasion; Persuasive Kommunikation; Aktualität; Social problem; Soziales Problem; Politischer Faktor; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lehrerrolle; Kritisches Denken
Abstract	Have you ever avoided discussing controversial issues in the classroom? Teachers report often avoiding these types of discussions due to concerns about the unpredictability of student reactions, accusations of trying to push a political agenda, and insufficient knowledge or skills to work through complex issues. Debates, however, have been shown to have a direct and positive impact on students' critical thinking skills and democratic commitments. With some preparation and facilitation techniques, teachers' concerns can be addressed and open discussions of current events and social issues can become an extremely rewarding experience for both teachers and their students. (As Provided).
Anmerkungen	Seneca College of Applied Arts and Technology. 1750 Finch Avenue East, Toronto, Ontario M2J 2X5, Canada. Tel: 416-491-5050; Fax: 905-479-4561; Web site: http://www.collegequarterly.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10