Philosophical Chairs

Modified from- http://fmsavid.weebly.com/philosophical-chairs.html

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.

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.

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.

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 student’s total disagreement.

– Students who have undecided views or have questions to ask sit behind or at the end of the two rows

How It WorksThe 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.

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.

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

Ideas To Consider:

• 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.

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.

Suggested Rules

Rules

• 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.

Tips

• 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 you’re both 21.

Sample 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.

Topics