Assuming one were teaching a composition class in the History/Political Science tetrad, how would the instructor facilitate the subject of the post below?
I'm not sure I would want to; my tendency to hide my political leanings from my students might well evaporate. I am constantly en garde with reference to a teaching strategy that might very well resemble indoctrination. Even if students happen to present an argument that I am in agreement with, I challenge them with a counter-argument.
And there are counter-arguments that could be presented to establish a justification for AIG's week of partying at the St. Regis Spa in California. (Among the revelers, there were actually only 10 AIG representatives present. Besides, the week had been planned and scheduled before the bailout had been requested and granted. Et cetera.) And there are counter-counter-arguments. (Whether there were 10 or 20 AIG employees, what difference does that make? And even if the big, expensive celebration was already scheduled, why could it not be cancelled?) And there are, of course, counter-counter-counter rejoinders...
The first strategy that comes to mind would be an in-class debate. Fine, but how would you set that up? What would the rules be? Would the teacher serve as judge and evaluator, or would a panel of students serve in that capacity? Would the format include both uninterrupted vocal delivery as well as a verbal free-for-all among all participants? What about readings beforehand? Not just recent news articles, but one concerning the ethics of business practice in a global economy, or a Paul Krugman or David Brooks op-ed piece.
And oh yes, where would writing come in? Oh, well. Just thinking out loud...
2 comments:
When you ask where writing would come in, I suppose you could pose the two sides to the argument (though, I have to confess, on this AIG mess, I'm not really feeling the other side-those jerks should be strung up) and ask the students to write from the perspective of the side they are NOT on...to play devil's advocate as you do in class. It's a good exercise to stretch ourselves and put the shoe on the other foot every now and then. I think it helps us think critically and understand that there are indeed 2 sides to a story.
...ask the students to write from the perspective of the side they are NOT on...to play devil's advocate as you do in class. It's a good exercise to stretch ourselves and put the shoe on the other foot...
I couldn't agree with you more. A great suggestion.
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