Encouraging Multiple Perspectives in Discussions
To keep pace with a society that is increasingly more culturally diverse, educators need to have sound knowledge of the cultural values and beliefs of specific ethnic groups and remain aware of individual practices and preferences.
The climate of higher education is beginning to change as faculty are developing courses in culture and language and incorporating cultural concepts into classroom (Bastable, Gramet, Jacobs, & Sopczyk, 2011). One way to expand such cultural competency is through dialogue. Such dialogue, both within oneself and with others, was an important component of Mezirow’s 10-step process of transformative learning (Merriam & Bierema, 2014).
Pedagogical Principles for Suitable Discussions
While discussing the ideals of such dialogue, Mezirow described discourse as a conscientious effort to find agreement and build understanding, rather than a war or debate (Merriam & Bierema, 2014). Building upon that thought, Mejiuni recommended fostering “alternative discourses or counter-discourses to the ones offered and generally agreed on in the groups and communities to which participants belong” (Merriam & Bierema, 2014, p. 96). This is important because transformative growth is not possible when one is presented with only one perspective (UCSB GSDS, 2010). View the following video to hear Professor Paula Hammond from MIT expound this idea.
Discussion Ground Rules
To be beneficial, discussion participants must be free to honestly express their position (ArtsFaculty, 2012). To maintain a productive classroom climate allowing such honesty, ground rules for classroom conduct are required to ensure that discussions are spirited and passionate without descending into argumentation. Discussion ground rules such as not interrupting one another; only challenging one another respectfully, focusing on ideas as opposed to people; requiring supporting evidence when opinions are offered; and avoiding generalizations or insults maintain an environment conducive to the type of discourse necessary to develop a shared understanding. Instructors can also enforce compliance with these rules by exacting a small penalty for infractions such as factoring conduct during discussions into a participation grade for the course (Ambrose, Bridges, DiPietro, Lovett, & Norman, 2010).
Certain pedagogical principles exist for creating a suitable environment for these discussions. These include creating and maintaining a welcoming and inclusive learning environment based on clear norms and guidelines agreed to by all participants; helping participants acknowledge their own multiple positions within various systems; anticipating and balancing the emotional and cognitive aspects of the discussion; drawing upon the various knowledge and experiences present throughout the group to illustrate differences; encouraging active engagement and collaboration; and fostering personal awareness along with the acquisition of knowledge and skills (Adams & Bell, 2016).
An educational environment should represent a milieu in which teachers and students engage in mutual communication to attain meaningful educational experiences. It should present conflicts, tensions, and incompatible ideas and actions for students to process; because such environments introduce contradictions to students, nurture doubt and uncertainty, and motivate inquiry. Students who experience such environments are more likely to be stimulated, to realize their potential, and be more aware of their learning processes and their command of understanding. They are also more likely to be excited about learning, more daring in executing learning strategies, and more willing to consider information from myriad angles (Ornstein & Hunkins, 2017). Given these benefits, it’s our responsibility as instructors to encourage such behavior, and create a safe and controlled environment in which it can be executed through the open and honest sharing of ideas.
Additional Help
Please contact the Faculty Innovation Center (Building 150, Suite 200 on the Daytona Beach Campus) anytime Monday - Friday, between 8:00 AM and 5:00 PM if you would like more information about integrating these principles into your course. You can also contact us at x3485 or by email at fic@daytonastate.edu.
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Christopher Smith
Instructional Designer, Division of Online Studies
christopher.smith@daytonastate.edu | 386-506-4277
Online Studies | Faculty Innovation Center (FIC)
References
Adams, M., & Bell, L. A. (2016). Teaching for diversity and social justice (3rd ed.). New York, NY: Routledge.
Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: 7 Research-based principles for smart teaching. San Francisco, CA: Jossey-Bass.
ArtsFaculty. (2012, May 17). Higher education and social justice [Video file]. http://www.youtube.com/watch?v=hD31mTYoO5c
Bastable, S. B., Gramet, P., Jacobs, K., & Sopczyk, D. L. (2011). Health professional as educator: Principles of teaching and learning. Sudbury, MA: Jones & Bartlett Learning.
Merriam, S. B., & Bierema, L. L. (2014). Adult learning: Linking theory and practice. San Francisco, CA: Jossey-Bass.
Ornstein, A. C., & Hunkins, F. P. (2017). Curriculum: Foundations, principles, and issues (7th ed.). Boston, MA: Pearson Education, Inc.
UCSB GSDS. (2010, May 14). The importance of diversity in higher education - Prof. Paula Hammond (MIT) [Video file]. https://www.youtube.com/watch?v=zX7t_GsYlao
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