TIPSters,
This is a tangential thread that has gotten me thinking following the
do-we-write-a-recommendation-for-a-creationist-student topic...
I'm interested in the opinions of my fellow colleagues of "opinions in the
classroom." Many current events have psychological relevance, of course,
and can make for exciting classroom discussion. However, on matters that can
include side-taking, I confess that at times I find myself fairly
transparent in my efforts to keep my personal opinions in check and
occasionally skate dangerously near the edge when discussing volatile
topics.
For example, in my Social Psychology class, I brought up the topic of Bush's
latest tactics to garner support for his war effort as an example of
persuasion tactics. The press briefings by the "Secretary of Homeland
Security" ("The enemy has targeted YOU! You and your family are threatened!
Buy duct tape! Cover your windows with plastic sheeting!") will most likely
result in many Americans feeling personally threatened, and thus more likely
to support an aggressive stance on war. Great persuasion technique. I
promise I didn't smirk while talking about it, but I think only students who
were sleeping with their eyes open missed my personal feelings on the
matter.
Another example: I just covered the topic, "Should Lesbian and Gay Couples
be Allowed to Adopt?" in my Developmental class. (I use "Taking Sides" as a
supplementary text.) I showed a video of kids talking about what it's like
to be the child of such couples along with kids who are opposed to
homosexuality (from "Nick Jr." - terrific). I was a little concerned that
the class would turn into a discussion of "the immorality of homosexuality,"
but happily it quickly became obvious that all ten of the students were
tolerant and understanding and the discussion went right where I hoped it
would - to the issue of what - if any - effect it has on the child. (Ah,
bliss, when class goes like that.) This class even emboldened one student
to share with the class that she was a lesbian and was now pregnant with a
baby she and her partner were excitedly planning to raise.
Most of the time I avoid taking obviously controversial stands, saying I
know there are two or more sides to some issues, etc., but I know that a
classroom can be a bully pulpit, and while I'm not without my own personal
feelings on many issues (ask my husband if I'm opinionated!), I'm usually
able to be palliative in handling discussion. Yet I also know the history
of "town and gown" that has the university in the forefront of cutting edge
thinking. So I'm curious to know how many of you think we should take a
"hands off" stance on hot topics and how many of you think that as long as
we state that it's our opinion, anything goes.
Beth Benoit
University System of New Hampshire
---
You are currently subscribed to tips as: [EMAIL PROTECTED]
To unsubscribe send a blank email to [EMAIL PROTECTED]
