I have never been a big fan of debate. For someone like me who has a relatively conflict-avoidant style, debating seemed like a great way to get overwhelmed, neurotic about disrespecting someone else’s ideas, and feel uneasy about not finding common ground. The recent political environment has only intensified my feelings about the pitfalls of debate, and I have, up until recently, never used this teaching strategy in the college classroom. I am now becoming a fan and am getting more comfortable using debates to help students consider alternative viewpoints, while developing a passionate stance on social issues.
In-class debates have been shown to be beneficial in developmental psychology (Moeller, 1985); psychology of women (Elliot, 1993); and cognitive, marriage, and family and multicultural (Budesheim and Lundquist, 1999) courses. Specific benefits include the development of critical thinking and cooperative learning. In addition, Simpson (2005) found increased engagement in college classes through debate-style peer teaching. Taken together these findings, although limited, suggest that debate-related classroom activities can be used in diverse psychology courses and have benefits related to skill development, especially considering the need for critical thinking and engagement, which are particularly relevant to workplace readiness and overall interpersonal relationships.
The first time that I incorporated this into my undergraduate capstone course, I had students choose their own topics and then write an empirically based position paper. Next, I randomly assigned the same topic to one other student in the course and that student’s task was to read the initial paper, find their own empirical findings to develop their own argument, and then craft their position in a writing assignment and oral presentation. Overall, this process went well, but students largely echoed their classmates’ positions, which was harmonious and calm, but lacked creativity and energy. Since it was somewhat successful, I decided to step it up a notch and confront my fear of students’ conflicting views and potential arguments.
The next semester, I chose psychology-related topics that are specific to this moment and generation. I expected that students already had some strong and diverse opinions about these topics. Examples included financial stress and the emerging adult transition, trust in AI and cognitive bias, post-pandemic social reintegration, and early smartphone exposure and cognitive development. From the start, I received positive feedback about the topics and as I introduced them; I felt the energy and interest of the students. I then asked students to rank order their preferred topics and then, based upon those preferences, assigned two students to each topic. Their goal was to work independently to develop an empirically based position and share it in an initial writing assignment.
Each position was then shared with the student who had the same topic. The ultimate task was to review both papers and then integrate the two positions into a more dynamic writing assignment and presentation, incorporating more empirical findings if needed. I emphasized the need for respect for diverse opinions, while maintaining critical thinking to help guide this process. At one point, a student asked if I eventually required an answer that was a compromise, or middle ground. This made me pause and re-consider my own conflict avoidant style, but upon reflection, I explained that I wanted the data to determine the answer and that as long as this was done respectfully, without devaluing other students, diverse and different interpretations of data are to be expected.
I’m glad this question was asked, and I think it is a crucial one. From my perspective, the classroom is not necessarily a place to take sides, but instead a place to find common ground in the science of psychology. That sounds good in theory to me, but it can feel a bit watered-down and boring. So instead, this assignment can provide an opportunity to consider other viewpoints and data, but maintain the energy of developing and defending strong arguments. Students’ initial comments in class suggested that they were up to the challenge.
The written products and presentations that emerged from that assignment were substantially better than the previous semester. The positions were stronger, students seemed more invested, and their critical thinking skills were evident in how they integrated more diverse viewpoints into their final position. I also emphasized the importance of these skills in the workplace and how conflicting positions can lead to more dynamic answers. It is my hope that this activity replicates what many of my students will experience professionally and personally in their future (e.g. solving a problem while taking multiple perspectives into account), but I recognize I’m an idealist. Minimally, I hope even those who are conflict avoidant can see the value of engaging in critical thinking and arguing based upon evidence and mutual respect.
References
Budesheim, T. L. and Lundquist, A. R. (1999). Consider the opposite: opening minds through in-class debates on course-related controversies. Teaching of Psychology, 26, 106–110.
Elliott, L. B. (1993). Using debates to teach the psychology of women. Teaching of Psychology, 20, 35–38.
Moeller, T. G. (1985). Using classroom debates in teaching developmental psychology. Teaching of Psychology, 12, 207–209.
Simpson, K. (2005). Presenting controversial issues in applied psychology through debate-style peer teaching. Psychology Learning & Teaching, 4(2), 117–122. https://doi.org/10.2304/plat.2004.4.2.117opens in new window
About the author:
Dan Niederjohn is an associate professor at Kennesaw State University. He teaches courses related to applied psychology and internships. His recent research has focused on helping students succeed in college and beyond, with a particular interest on the transferable skills within psychology. In addition to teaching, he maintains a small private practice in which he works with clients on issues of adjustment and anxiety.
