Covering Controversial Topics in the Classroom, Part 1: Benefits of a Structured Approach
by Sarah Koon-Magnin, Corina Schulze, Elaine Arnull, Tara Opsal
Every discipline has controversial or taboo topics which may be difficult to cover in undergraduate courses. In Criminal Justice and Criminology courses, students may have questions about the death penalty, the war on drugs, gun control, sexual violence, discrimination in the criminal justice system, or numerous other potentially provocative issues. For some faculty members, the idea of discussing controversial issues is anxiety-producing. Their concerns are reasonable. Without structure, lectures or discussions about the death penalty, war on drugs, gun control, etc., can turn into expressions of hostility and anger. As teachers, we want our students to think broadly about issues and consider opposing views, but we certainly do not want them to feel attacked, belittled, silenced, or misunderstood. Thus, it is important that the instructor selects the topics to be covered thoughtfully. Harwood and Hahn (1990) encourage teachers to “consider their students’ interest, experience, and expertise regarding the issue; the relevance of issues to their students’ lives; their students’ maturity level; and the significance of the issue to society” (page 4). Furthermore, there is an empirically supported method for introducing and covering controversial issues in the classroom.
What Johnson & Johnson (2007) dub as “constructive controversy” can be enormously beneficial in the classroom, particularly in dealing with controversial subject matter. Constructive controversy, as part of a process, occurs when “one person’s ideas, information, conclusions, theories, and opinions are incompatible with those of another and the two seek to reach an agreement” (Johnson & Johnson, 2009, page 39). This method does not shy away from conflict because, if done correctly, it is precisely this process of discussion that facilitates critical thinking and learning. Students are encouraged to be inquisitive about different perspectives, including their own, and information gathering and knowledge about other points of view are prioritized over estimations about who is right or wrong.
Constructive controversy does not simply entail class debate because it involves appreciating that issues are multi-faceted. In other words, students are not trying to “win” any arguments. Ultimately, students should be “imprinted with a pattern of open-minded inquiry that includes building coherent intellectual arguments” (Johnson & Johnson, 2009, page 48). Students can then appreciate the process of learning, which is clearly applicable to other contexts.
Empirical evidence suggests that, when implemented well, the use of controversial topics as teaching tools are extremely beneficial to our students. First, some difficult issues (e.g., racism, sexual assault) are experienced by our students in their daily lives. Exposing students to statistical, theoretical, and other academic material dealing with these issues can help them to understand their own experiences in a broader social context. Second, research suggests that discussing controversial issues is one of the best ways for students to develop important skills such as critical thinking. Understanding gender as a social construct, for example, may help students understand other abstract concepts. According to a meta-analysis, dealing with controversial issues in a classroom setting improves reasoning abilities and creativity, and increases motivation, open-mindedness, and self-esteem (Johnson & Johnson, 2009). Finally, research indicates that students who are exposed to controversial issues are more likely to be politically informed, active citizens (Andolina, Jenkins, Zukin, & Keeter, 2003).
The next installment of the teaching tips column will include tips for successfully covering controversial topics in the classroom. We welcome your input. What controversial issues have you covered in classes? Have you ever taught something that you thought was straightforward and found out some students considered it controversial? What strategies have worked well for you? Comments sent to Tara Opsal (tara.opsal@colostate.edu) will be compiled and included in the upcoming column.
References
Andolina, M. W., Jenkins, K., Zukin, C. & Keeter, S. (2003). “Habits from Home, Lessons from School: Influences on Youth Civic Engagement. PS: Political Science and Politics, 36, 2, 275-280.
Harwood, A. M. & Hahn, C. L. (1990). “Controversial Issues in the Classroom.” ERIC Digest. ERIC Clearinghouse for Social Studies/Social Science Education: Bloomington, IN 47408.
Johnson, D.W., & Johnson, R. T. (2007). Creative Constructive Controversy: Intellectual Challenge in the Classroom. Interaction Book Company, Edina, MN.
Johnson, D. W., & Johnson, R. T. (2009). “Energizing Learning: The Instructional Power of Conflict.” Educational Researcher, 38, 1, 37-51.