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- Conclusions are usually based on evidence- Disagreements are usually less passionate (for

students, at least)

2. Benefits of discussing CIs2. Benefits of discussing CIs

a. Increases understanding of the field & world

b.Enhances critical thinking skillsi. Fact/ evidence vs. opinion/ anecdoteii.The power of data/ scientific methodiii. Limitations of data/ scientific methodiv. Tolerating ambiguity

2. Benefits of discussing CIs, 2. Benefits of discussing CIs, cont.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.

3. Risks & Concerns3. Risks & Concerns

a. Social & emotional concernsi. Offending someoneii. Heated arguments

Tips:1. Set “ground rules” on the first day 2. Invite students to talk with you about

sensitive issues3. Get to know your students, & have them

get to know each other.4. Address problems early, 1-on-1, in person.

3. Risks & Concerns, cont.3. Risks & Concerns, cont.

b. Cognitive concernsi. Desire to maintain pre-existing beliefs can

hinder openness, objectivity1. 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

3. Risks & Concerns, cont.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 helpful3. Be patient & accepting of their limitations

3. Risks & Concerns, cont.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?

3. The Fontbonne Professor3. The Fontbonne Professor

a. AAUP statement on professional ethics: “Professors seek above all to be effective

teachers and scholars”

b. Fontbonne’s Mission, Vision, Values, & Commitment

Emphasis throughout on critical thinking, communication, appreciation for diversity, active & ethical citizenship.

References (cognitive biases)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.

Additional ResourcesAdditional 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.pdfhttp://www.mhhe.com/cls/UsingTS2.pdf