Controlled Fission: Teaching Supercharged Subjects
Abstract
Those who teach subjects that explore controversial issues often find that students have difficulty thinking about and responding productively tothem. College instructors have leeway in structuring learning in ways that maximize the possibility of productive critical thinking. By shaping classroom experiences before the controversial material is encountered, the likelihood that students will maintain higher mental functioning when examining that material increases. This article discusses ten strategies for planning a course that facilitates quality discussion andthoughtful debate.
Bibliographic data
Pace, D. (2003). Controlled fission: Teaching supercharged subjects. College Teaching, 51(2), 42-45.