Philosophical Chairs

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Philosophical Chairs
Modified from- http//fmsavid.weebly.com/philosoph
ical-chairs.html
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The Theory Behind It

• For effective learning to occur, students must
  become explicitly aware of their own (mis)
  conceptions about a particular topic.
• Student "errors" should be illuminated rather
  than avoided and "contradictions" explored rather
  than ignored.
• Students can resolve cognitive dissonance brought
  about by exposure to
  alternative perspectives or
  errors in thinking.

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How It Works

• As they enter class, hand students an article to
  read on a controversial topic.
• Some topics can obviously be explored using just
  background knowledge to practice.

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How It Works

• The topic should elicit a mixed response.
• Some people agree whole-heartedly while others
  vehemently disagree with the premise for many
  reasons.
• Still others will reserve
  judgment until or unless
  they hear something
  to
  persuade them one way
  or the other.

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How It Works

• Inform students that they will have a chance to
  argue the merits of the topic and will be seated
  according to their views.

• Sitting on one side of two rows of facing chairs
  indicates one's total support of the topic
  (standing is fine as well).
• Sitting at the other side signals a students
  total disagreement.
• Students who have
  undecided views or have
  questions to
  ask sit
  behind or at the end of
  the two
  rows

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How It Works

• The Moderator

• Job is to insure everyone gets a chance to speak.
  
• May be the teacher or a student.
• They should allow participants to address a
  statement made by a particular person
• Be careful that the "pros," "cons," and
  "questions" are equally represented
• Make sure the discussion is
  not dominated by a few
  eager students.

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How It Works

• Participants can symbolize their willingness to
  adopt a different point of view even if
  temporarily by moving in the direction of that
  view and assuming a new location.
• To insure that movement takes
  place, students can receive
  "credit for participation
  or taking multiple
  viewpoints.

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Ideas To Consider

• Tape the discussion and later have
  students help analyze parts of the
  dialogue for evidence of specific
  reasoning strategies.

• Large classes have a subsection "take the stage"
  and conduct the discussion while the rest of the
  class listens, takes notes
• Later decides the "pivotal point(s)" which
  ultimately persuaded them to adopt one
  perspective over another.

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Suggested Rules

• 1. Be open-minded. Listen to all statements made
  and consider both sides.
• 2. Move to the other side if a particular
  statement or argument seems to sway your
  thinking. Experience the "other side."
• 3. No one acknowledges any move.
  This is not a team game.
• 4. Do not raise hands or speak
  while another person is
  speaking.

Rules
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Tips

• Statement should be written on the board
• The mediator must be neutral
• When necessary, mediator paraphrases or restates
  statements for clarification (in an unbiased
  manner)
• Modify the statement or switch topics when
  discussion becomes stagnant
• For closure, allow each student thirty seconds to
  express an opinion
• Assign a writing activity for follow-up
• Ensure two students speak before the same student
  shares again to avoid dominance.

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Sample Topics

• Movies should not be rated.
• All schools should require uniforms.
• Couples should not be allowed to have more than
  two children.
• Drug alcohol treament should be free.
• Abortion should/should not be legal.
• There is more bad than good in the world.
• Women who damage their babies (before birth)
  should go to prison.
• No marriage until youre both 21.

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Topics

• Smoking should be illegal.
• People should wait until the age of 21 to get
  married.
• Most people on welfare are lazy.
• Parents should have to pay a fine when their kids
  skip school.
• Everyone would be better off without TV.
• Minors should always be tried as adults.
• Parents who do not put seatbelts on their
  children should go to jail.