Discussion and inquiry
A Deweyan perspective on teaching controversial issues
Bibliographic Data
| ID | 21727736 |
|---|---|
| Authors | Veli-Mikko Kauppi (0000-0002-4108-4170, University of Oulu, corresponding author), Johannes Drerup (0000-0002-7229-7363, Technische Universität Dortmund, Germany; Vrije Universiteit Amsterdam, The Netherlands) |
| Year | 2021 |
| Volume | 19 |
| Issue | 3 |
| Pages | 213-234 |
| Publication date | 2021-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Theory and Research in Education (JOURNAL) |
| Journal identifiers | ISSN: 1477-8785 • E-ISSN: 1741-3192 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/14778785211052199 |
| OpenAlex | W3208367269 |
| Language | EN |
| Citations received | 12 |
| References cited | 35 |
There is a steady line of academic discourse around the topic of controversial issues and how to approach them in and through education. In this line of discourse, discussion is widely seen as a primary method of democratic education that is especially suitable to foster its major educational aims, such as tolerance, reciprocal respect, or political autonomy. The aim of this contribution is to show that the widespread emphasis on the educational and political value of discussions as a way to handle controversial issues in education can be problematic and one-sided. It is argued that the focus on discussions sometimes tends to be interpreted as a ‘magic bullet’ to all different sorts of controversies, without sufficient inquiry into the details that make up the controversy. This uniform solution threatens to downplay and underestimates other relevant components which are essential for the intelligent handling of controversial issues, such as practices of inquiry. Instead of questioning the political value and central educational role of discussing controversial issues tout court, the contribution points out some of the blind spots of the current debate and thereby aims to broaden the spectrum of theoretical and practical perspectives on how to approach controversial issues in education
Autonomy · Democracy · Engineering ethics · Epistemology · Magic bullet · Pedagogy · Political science · Politics · Sociology · Computer Science · Education and Critical Thinking Development · Educator Training and Historical Pedagogy · Law · Pragmatism in Philosophy and Education
Is Discussing Controversial Issues in RE a Magic Bullet to Promote Social Cohesion? Mapping Opportunities and Challenges Based on Previous Research
Education for deliberative democracy through the long-term view
Service learning and the just community
Teaching controversial issues in an antagonistic age
Democratic education and the teaching of controversial issues in polarising times
Addressing controversial issues in religious education by enacting and rehearsing democracy through Forum Theatre
Exploring leadership practices in relation to controversial issues in schools
Guerrillas or missionaries? Teachers addressing controversial topics of global citizenship education under unfavourable conditions
Why teachers address unplanned controversial issues in the classroom
Shaping New Aims and Practices of Teaching Controversial Issues in Response to Conservative Critics
Divisive Concepts in Classrooms
Beyond Teaching Languages for Communication-Humanistic Perspectives and Practices
Grenzen der interpersonalen Verständigung
How we think.
Controversy in the Classroom
Human nature and conduct
What Should We Teach as Controversial? A Defense of the Epistemic Criterion
Strategies for Teaching Students to Think Critically
Deliberative communication
Reconceptualizing the teaching of controversial issues
Teaching and Learning about Controversial Issues and Topics in the Social Studies
Against Democracy
Handbook on Teaching Social Issues
Post-Truth
Education of moral beings
Thinking Controversially
Teaching Controversial Issues
Questions in Time
Discussing Controversial Public Issues in Secondary Social Studies Classrooms
Realism without representationalism
The Middle Works of John Dewey, 1899-1924
Discussing Controversial Issues in the Classroom
Revisiting Dialogues and Monologues
Against Deliberation
John Dewey
The Method of Democracy
| Unique citing works | 12 |
|---|---|
| Citations per year | 3 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 11 |