The DOI matches its Crossref record.
Teaching controversial issues: Aus internationalen Erfahrungen lernen?
Abstract
Controversy, conflict, and disagreement are integral elements of college teaching, and all instructors must anticipate controversy and plan to use it productively. Teachers usually expect particular subjects to elicit debate in their classes (e.g., evolution, racism, welfare policy), but all topics are potentially controversial, since students enter college with particular social, political, philosophical, and religious perspectives that may conflict with the material in their courses. Moreover, without controversy (or at least, disagreement), teaching students to think critically is extremely difficult, if not impossible. Knowing how to handle controversy and conflict productively is therefore an essential skill for all college teachers.
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Citations
Cited by
Reconceptualizing the teaching of controversial issues
Oulton, C., Dillon, J., & Grace, M. M. (2004) · International Journal of Science Education · doi:10.1080/0950069032000072746 · Cited by 369
Advanced Teaching Methods for the Technology Classroom
Petrina, S. (2007) · doi:10.4018/978-1-59904-337-1 · Cited by 94
Metadata
- Authors
- Gebauer, B.
- Venue
- Journal für politische Bildung
- Published
- 2020-11-23
- Volume
- 10
- Issue
- 4
- Pages
- 40-45
- ISSN
- 2191-8244 (ISSN-L)
- OpenAlex
- W607350714
- Cited by
- 174
- References
- 0
- FWCI
- 18.51
- Type
- journal article
- Language
- de
- Open access
- closed
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- The paper
- Gebauer, B. (2020). Teaching controversial issues: Aus internationalen Erfahrungen lernen? Journal für politische Bildung. https://doi.org/10.46499/1779.1698
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
