Work

Fostering multiperspectivity through philosophical dialogue about controversial issues in the classroom

Year: 2025

Type: article

Abstract: Different worldviews and opinions converge in the classroom, sometimes leading to tensions about controversial topics. Many teachers either avoid such discussions or feel uncertain about handling them. Philosophical dialogue is a way to facilitate discussions, shifting the focus from judgement to in-depth reflection. Generally, teachers aim for students to obtain the ability to grasp multiple perspectives, especially regarding controversial topics. This study examines teachers’ perceptions of the impact of philosophical dialogue on teachers’ approaches regarding controversial issues and students’ multiperspectivity. Through Educational Design Research, we developed a philosophical dialogue method which was tested by Flemish teachers. Data were collected through 78 questionnaires and ten interviews. During the philosophical dialogue, teachers allow different students’ perspectives to surface by adopting a facilitator role, but differ in how far they express favouring one particular perspective. Training and structured philosophical exercises support teachers in this facilitating role. Moreover, teachers reported that philosophical dialogue fosters students’ multiperspectivity in a gradual manner.

Source: Citizenship Teaching and Learning

DOI: 10.1386/ctl_00180_1

Authors: Ama Amitai, Laura Van den Broeck, Eef Cornelissen

Institution: Odisee, University of Applied Sciences

Language: English

Topic: Educator Training and Historical Pedagogy

Subfield: Sociology and Political Science

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: green

Funder: Vlaamse regering