Creative and Critical Thinking Through Academic Controversy

Abstract

Although creative controversy often occurs naturally within cooperative learning groups, it may be considerably enhanced when teachers structure academic controversies. This involves dividing a cooperative group into two pairs and assigning them opposing positions. The pairs then develop their position, present it to the other pair, listen to the opposing position, engage in a discussion in which they attempt to refute the other side and rebut attacks on their position, reverse perspectives and present the other position, and then drop all advocacy and seek a synthesis that takes both perspectives and positions into account. It is vital for citizens to seek reasoned judgment on the complex problems facing our society. Especially important is educating individuals to solve problems for which different points of view can plausibly be developed. To do so individuals must enter empathetically into the arguments of both sides of the issue and ensure that the strongest possible case is made for each side, and arrive at a synthesis based on rational thought. From units on the relative merits of coal or nuclear power in elementary classrooms to units on hazardous waste management within high school and college classes, individuals are learning how to use structured controversy to address the great questions of our (and previous) times and ensure that high quality solutions are found to complex problems.

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