Ch. 12 and 15

In chapter 12 of Talking in Class, the author discusses the importance of presenting students with thought-provoking problems and concepts in an effort to make them think critically and participate in deliberation and debate. By contributing to debate-type discussions, students are exposed to diverse opinions and ideas, and are also encouraged to defend the position they have taken. Through-out this process, the students reason with themselves and others, and in the end make realizations about themselves and their own ideas. A student may begin a discussion with a firm understanding of what he or she believes, but come out of the discussion with a revised idea after hearing different perspectives. This change in thinking is the result of analyzing and assessing one’s own perspectives to develop a stronger, less biased opinion of an issue. This process also open’s up the minds of students to diversity.

Chapter 15 goes along with the concept of diversity and creating an atmosphere where students are able to debate on critical issues. The book states that it is important to “provide frequent occasions for students to engage in meaningful, content-related conversations about challenging issues that matter to them” (McCann 197). Exposure to diverse views increases awareness in all students, and in turn, this awareness is carried out in real-life situations. Not all students are conscious of the fact that everyone has their own opinion about each and every issue. But by engaging in debates where multiple perspectives are being presented, they develop this awareness which will most likely lead them to be more open-minded of other people and their ideas.

I can only think of a small handful of times when I have been involved in truly meaningful discussion, particularly in a classroom. Sure, I have taken part in many of these discussion in various other scenes, but in the classroom, where this type of discussion is critical, I can recall very few. In one of my high school classes, we had a debate on stem-cell research, but instead of actually having a true discussion, we were given a side to take and had to debate from that particular discussion. While I feel that this could be one way to open up your mind to another point-of-view, I feel more strongly that it only touches upon the stereotypical debates instead of getting down into what people actually think. When you are forced to put aside your own perspective, it eliminates the passion with which you will fight for your cause. For example, if I felt strongly about being pro-choice, and I was told to argue for why abortion should not be an option, I would not argue as strongly and passionately as I would if I actually believed what I was fighting for. Also, the group to which I was presenting/debating my argument would get a deeper understanding of my beliefs if I were actually arguing my true beliefs, instead of making something up. I feel that in order to have a true debate, you have to speak from the heart. That is the only way other people will be inclined to consider what you have in mind, instead of disregarding an argument they know you don’t even believe in.

For the most part, I agree with the authors that meaningful discussions are essential to the reduction of biases and broadening perspectives. The only way to open up the minds of students is to get them to realize that diversity is prevalent everywhere. Not just in the way people look and act, but also in the way people think. However, I also believe that a teacher has to be very careful about what debates to allow in the classroom, because people can easily become offended, and in turn, a teacher could get into a lot of trouble by allowing certain discussions to take place! It would make me very nervous to have debates on ultra-controversial topics, but I know at the same time that they are necessary to an extent.