Peaceful Solutions - Academic Controversy

Introduce the Topic

Point out that arguments are more acceptable in some milieus than in others. One example is the Grammy Hall dinner scene from Woody Allen's Annie Hall; you might show this clip as a lighthearted lead-in to this topic.

For an opening activity, ask participants to form groups of four and then briefly discuss how disagreements were handled in their family of origin. Allow only a few minutes, calling time halfway through so everyone will get a chance to speak.

Ask for a volunteer from each group to summarize what the group found. Point out that many of us grew up feeling uncomfortable with disagreements because controversy is frequently associated with quarreling, and because of the feeling that in any argument, someone is bound to lose.

Explain that the video presents academic controversy, a process for exploring controversial issues that is collaborative rather than competitive, and one that leads to consensus. Note that the video shows the process from start to finish, in abbreviated form.

Discuss:

the benefits of academic controversy as compared to traditional debate;
the facilitation style and techniques of the teacher;
the students' preparation and the persuasiveness of their original positions;
the tone and quality of students' cross-conversations;
their presentations when they switch positions -- differences from their first positions and their cross-conversations; and
the process of reaching consensus, as observed in the video.

Try It Out

Participants can engage in an academic controversy. Put them into groups of four. (If you have an odd number, make a group of five). Ask them to pair up on either side of a controversial issue for which no research will be necessary, because the arguments are well known.

Possible issues are:

administrative issues (e.g., block scheduling vs. traditional scheduling);
curricular issues (e.g., multicultural focus vs. "Western culture" approach);
rules or policies (e.g., summer assignments vs. no summer work);
local political issues (e.g., development vs. open space preservation); and
larger political issues (e.g., affirmative action vs. abolishing it).

Allow 40 to 60 minutes for the process. Stop groups when needed to offer general guidance or to elecit discussion. When the academic controversy has been completed, ask that groups choose a spokesperson to summarize their experience for all participants.

Take It Further

1. Participants can brainstorm on issues relating to academic controversy that tie in with their curriculum. Suggest that they explore possibilities for interdisciplinary work with academic controversy as a focus.

2. Participants could choose a topic for academic controversy and plan a unit around it. Creative Controversy by David and Roger Johnson can guide them through the process.