Respecting Opposing Viewpoints through Debate and Discussion of Controversial Public Health Issues: A Double-Blinded Active Learning Design. Issue 2 (3rd April 2022)

• Record Type: Journal Article
• Authors: Gunn, Laura H.; Ghosh, Subhanwita; ter Horst, Enrique; Markossian, Talar W.; Molina, German
• Is Part Of: College teaching. Volume 70:Issue 2(2022)
• Page Start: 186
• Page End: 195
• Publication Date: 2022-04-03
• Subjects: Active learning -- biases -- controversial issues -- debate and discussion -- preconceptions -- public health; College teaching -- Periodicals; 378.1205
• DOI: 10.1080/87567555.2021.1910477
• Languages: English
• ISSNs: 8756-7555

Abstract

Abstract: In a polarized society, it is a university's responsibility to offer courses that explore highly controversial issues. Traditional forms of debate may create barriers to knowledge and entrenchment of perspectives, with students self-limiting their ability to develop informed opinions. We describe an active learning, double-blinded approach to in-class debate and discussion, which provides a safe space in which students learn about perspectives with which they may deeply disagree. The viewpoint of a controversial topic that students are asked to defend is determined at random on the presentation day, so students need to prepare both viewpoints. An evidence-sustained debate is required, with all arguments referenced using reliable sources. Respectful and professional discussion is also required. Students are expected to provide quality, evidence-based presentations regardless of viewpoint, and be respectful with their peers. The assignment facilitates learning about politically charged opposing viewpoints while maintaining personal privacy, which enhances safety. In an era of profound political divisiveness and incivility, this approach encourages respectful exchanges of opposing arguments and ideas.