Debating the Issues and Finding a Middle Ground
Bibliographic Data
| ID | 12379828 |
|---|---|
| Authors | Sara R Rinfret (0000-0002-5093-304X, University of Montana, corresponding author), Sara Rinfret |
| Year | 2019 |
| Volume | 52 |
| Issue | 03 |
| Pages | 527-530 |
| Publication date | 2019-04-23 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | PS Political Science & Politics (JOURNAL) |
| Journal identifiers | ISSN: 1049-0965 • E-ISSN: 1537-5935 |
| Publisher | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.1017/s1049096519000076 |
| OpenAlex | W2942337674 |
| Language | EN |
| References cited | 4 |
Contemporary political discourse often presents controversial policy topics (e.g., public lands, climate change, and immigration) in a bimodal manner—either for or against. As a result, can our classrooms provide a space for students to learn how to construct solutions that broker various perspectives? For students to reconcile policy differences, I designed a series of debate panels across a semester. The focus of this article is to describe the details of the debate panels so they can be replicated in educational settings. Moreover, the debate panels embody active or experiential learning for students to become informed participants of US public-policy making
Construct (python library · Experiential learning · Focus (optics · Immigration · Mathematics education · Pedagogy · Political economy · Political science · Politics · Public policy · Public relations · Sociology · Computer Science · Education and Critical Thinking Development · Educator Training and Historical Pedagogy · Law · Psychology · Public Administration · Service-Learning and Community Engagement
| Citation velocity | historical |
|---|---|
| Highly cited | No |