Texas State University-San Marcos
To foster an awareness of the power of diversity and human rights, connections are drawn between the development of intercultural sensitivity, interpersonal skills, and student beliefs in the importance of Human Rights. Fostering active learning skills enhances interpersonal skills and enhanced interpersonal skills facilitate growth along Bennett’s (1993) developmental continuum of intercultural sensitivity and McCain’s Tolerance for Ambiguity. Both of these abilities, then, appear to be related to student “readiness” to address Human Rights issues.
It is the belief of the authors that critical thinking skills are an essential precursor to interpersonal effectiveness and that interpersonal skills are an essential prerequisite for multicultural effectiveness. Multicultural understanding, then, is a foundation for understanding the importance of human rights. These researchers provide students the following description of this four-step active learning model:
1.) Recitation – state known facts or opinions. A critical component of this step is to acknowledge what aspect(s) of what is being stated is factual and what is based on opinion.
2.) Exploration – analyze the roots of those opinions or facts.
3.) Understanding – involves an awareness of other views and a comprehension of the difference(s) between one’s own opinion (and the facts or other opinions upon which that opinion is based) and the opinions of others.
4.) Appreciation – means a full awareness of the differences between our views and opinions and those of others. The result should be a complete awareness of the similarities and differences between our own opinions (and the roots of those opinions) and those of the “other.”
We believe that active learning assignments are a necessary element of education if we are to "teach" students to be global citizens. Education should require students to look at themselves BEFORE they look for prejudice, discrimination and hate in others. We attempt to develop assignments that promote active and self-oriented learning about one's tendency to engage in prejudice, discrimination, and hate. We believe these assignments provide a model by which our students – as global citizens – can be “taught” how to nurture these competencies and become more oriented toward believing in and fighting for human rights. We would like to dialogue on the following issue:
The four elements of active (and self-oriented) learning outlined above (recitation, exploration, understanding, and appreciation) are necessary in order for students to build regard for human rights while simultaneously building on cultural similarities.
http://www.iue.edu/hss/polisci/bs-politicalscience.php
Comments
How this course is taught
I thought people might be interested in "how" we teach this course. The course is team-taught and "combined" online. Indiana University East students enroll in a Political Science course (The Politics and Psychology of Hate) with Dr. Kriese and Texas State University-San Marcos students enroll in a Psychology course (the Psychology of Prejudice, Discrimination and Hate) with Dr. Osborne and we combine our students online.
Our belief, and the feedback from our students, is that this online platform not only creates enhanced opportunities for critical thinking and dialogue but also makes them feel a little "safer" in expressing their true feelings.
Our (Drs. Osborne and Kriese) is that this "freedom" to express true feelings is essential for these dialogues. We couple this with course etiquette and the critical thought model to ensure that "feelings" are not simply dumped on the course but explored and discussed.
I would agree that the
I would agree that the anonymity of an online course makes students feel safer and maybe enables them to explore their feelings on race, gender and sexuality more freely, but I'm not so sure it improves their interpersonal skills. It's much more difficult to differentiate facts from opinions in a passionate conversation, especially if you've been triggered by something the other person said. How do you help people recognize when they've been triggered and identify their responses to those emotional reactions in real time? Internet courses may give people the foundation for building interpersonal relationships, but the most essential part of that relationship is having the ability to talk to each other in a meaningful way about difficult subjects, which is not possible when you're interfacing with a computer instead of a person. I'm not trying to disparage your work, anonymously online coincidentally. Honestly, I applaud you and wish more people would follow your lead. I feel like both approaches are valid and important, but I feel the relationships that are built person-to-person across race, gender or sexuality are an integral and healing part of fostering human rights and eliminating discrimination.
True - to a point
I agree that online courses could create the lack of "meaningful" interaction you mention but I do not believe that they all do or that it is a given. We actually have evidence that these interactions DO improve student interpersonal skills. To me, the difference is the amount of interaction we demand and the high standard this model holds them to for the quality and depth of those interactions. We do not allow students to emote and run. They must back up what they post with explanations and in-depth analysis. If all the course does is offer the opportunity to spout opinions, what you describe is very likely. This is exactly why we have structured the course the way that we do.
I would also argue that some of the assumptions here are based on the notion that online courses cannot do some things that face-to-face classes can. I do not agree. In fact, I would argue that many (perhaps most) face-to-face courses do not foster and nurture the kinds of person-to-person interactions you describe. Some can, some do, but many are about content and interactions are incidental at best. Clearly there are exceptions and, perhaps, you teach in ways or have been taught in ways in face-to-face classes that foster the person-to-person interactions you mention. In our experience, many colleagues are not adequately prepared to mentor students through those interactions so that they are fruitful and they are often more harmful than helpful.
So, it is not - in my opinion - about whether the course is taught online but whether the course is taught in a manner in which interpersonal skills, intercultural sensitivity and the critical thought processes are defined, nurtured, expected, demanded and rewarded. We have found the online environment more fruitful for that kind of high demand because we structure it around the process rather than specific content. This would not likely be possible in a more content-oriented course. For us, the interpersonal and intercultural development IS both the process AND the content.
I appreciate your kind words and am not being argumentative. I do believe, though, as I have outlined here, that face-to-face classes are not, inherently more capable of nurturing relationships than face-to-face ones.
Randall
I think this is a great
I think this is a great article. Here at my college, we teach a speech course for future educators about communication in the diverse world. It is important for students and teachers to discuss diversity and its understanding and appreciation. We live in an extremely diverse world and we do not know how to deal with it. We have issues with race and diversity all the time because we do not teach people how to deal with others who are different from us. Many of our education textbooks talking about teaching a multicultural lesson to a multicultural classroom. It is important for us to learn this now so we can teach our future students. If we teach the future of our world now, we can maybe stop prejudice, racism and misunderstandings. The fact that students do not learn to listen, respect, appreciation and understand other cultures is why we have racism and bias today. We need to educate our youth so that they can understand and respect diversity.
Indeed!
Thanks for your comments. You have said such important things here - in my humble opinion (Ha!). What you have noted about students not being taught to listen, respect, appreciate and understand as the reason why we have racism and bias today is very powerful. The reason that Dr. K and I focus on the Active Learning Model and focus on students exploring their own biases and assumptions BEFORE looking to others is to emphasize what you have raised. In addition, we believe that simply giving people a forum to point the finger perpetuates hate rather than diminishing it.
A promising model
The active learning model holds a great deal of promise. Each step has the potential to reach a lot of people and get a good discussion going. The first step is, I think, the most important to get things started. I can imagine a teacher and a group of students trying to begin a discussion on race and, while I think it will take bravery to get things going, it will break through the barrier so many have against discussing race. Exploration will be key to making people aware of the history behind many of the notions commonly held in the United States. I was shocked when I started learning more about the history of racial violence and oppression, but I was lucky to have teachers who cared enough about me to show me something so terrible. Working toward understanding and appreciating the opinions and views of others will truly help to avoid unproductive fights and begin the constructive arguments that can make an actual difference.
I appreciate the comments
I appreciate your comments about our Active Learning Model. We have been somewhat surprised (and more than a little put off!) by faculty colleagues who have told us you cannot dialogue about these issues (e.g., prejudice, discrimination, hate, race, etc.) without just "teaching people to agree with you or spewing your own brand of hate."
Of course, we disagree. The main reason we disagree is because of our use of the Active Learning Model and the emphasis on exploring SELF rather than always looking to the "other" to explain these issues.
That speech course sounds wonderful!
Active Learning Model
I agree in terms that the learning active model is essential if we want students to learn how to have effective critical thinking skills and interpersonal skills all in efforts to assist with multicultural understanding. The more the younger generation knows how to communicate effectively and efficiently, then the more advanced we can become and learn how to integrate new ways. The younger generation is already developing more culturally than their parents and grandparents. With an accurate understanding we can incorporate the true importance of human rights. Each step of the model demonstrates a precise way of how students or young adults can accomplish these mechanisms.
Not just for the young
I appreciate your comments. Although I agree that the younger students are more receptive to this model and to the change we attempt to promote, it has been my experience that the older students - even those who have come into the course announcing (we had a 79-year-old, self-professor grandmother) "I've been around a while so there is not a whole lot you can tell me I don't already know." When we required her to follow the model, she kicked and screamed and complained and threatened to go the Department Chair and demand her money back because we were not "teaching her a thing". By the end of the course, she was one of the best students and her posts were showing self-oriented growth on par with the younger students.
As we tell our students all the time - "it is not about where you are when you come into the course. It is about where you are and what you know about YOURSELF when you leave the course."
active learning
Only when we move into a person's life will they see what is there. If issues such as race are distant do not expect people to see racial issues. If I am a male do not expect me to see issues of concern for women. And we need to know that we need to know. It is not enough to tell someone that they need to be aware we need often to put it in their front page
Active Learning Model
I think that this is a great model to prepare students in the discussion and appreciation of diversity and human rights. Active learning skills lead to interpersonal skills, which lead to a multicultural understanding, and eventually a multicultural understanding will lead to the importance of human rights. Each step of the active learning model provides a key element to students in which they will build a regard for human rights. The first step, recitation helps the student to know what is true and what is not true. The second step, exploration analyzes the facts or opinions from the recitation step. The third step, understanding helps the student to be aware of their opinions and others opinions. The final step, appreciation allows the student to know the differences between their own views and others views. I believe that each step is significantly important and you must understand each step before a sense of diversity and appreciation for human rights can be formed. By looking at one’s own views and opinions can play a major role in becoming more oriented toward believing in and fighting for human rights.
You got it!
Your comments are EXACTLY what Dr. K and I believed as we put the model and the course together. In my view, many faculty assume students will just "get there" if we tell them they should. This is not enough, nor is exposure. Exposure that is non-guided and active, in my opinion, can end up reinforcing the notion that hate is what others do or that we should hate the haters. By looking at self and building the skills in the sequential manner you listed, we believe we can prompt change in students - not just their perceptions of the world but their perceptions of them selves that they can carry beyond our course.
Active Learning Model
I have been a Graduate Instructional Assistant (GIA) for Psychology of Prejudice, Hate, and Discrimination for two semesters. As the GIA for this course, I am responsible for monitoring and actively participating in the forums with the students on a daily basis. During my time as a GIA, it has become obvious to me that the Active Learning Model used in this course is very effective. This is apparent not only for individuals who are around the same age as myself (23), but for non-traditional students as well.
Since the class is taught online, I believe that the students who take this course feel they can express their-selves openly and freely. It is obvious from my experience that the Active Learning Model is effective in: Enhancing critical thinking, engaging students to openly discuss controversial topics, and allowing the student to feel safe within the online environment.
I would recommend this course not only to other universities, but also to instructors who teach multicultural courses. I believe that students can appreciate other students’ views and opinions if they can begin distinguishing between what is fact or opinion, exploring their facts and opinions, and understanding their-selves before trying to understand others. If students engage in this model, then undoubtedly students can better understand human rights, and the basis for Psychology of Prejudice, Hate, and Discrimination.
Did you get paid to say that?
Hey, I think I know you! Just to be clear, we should let people know I did not strong arm or bribe you into posting these comments - ha! Seriously, your perspective is important because you see the course from both sides. Thanks for posting.
power of diversity
Visibility is critical to studies of diversity and hate as we see in our course. If I do not see a problem then it does not exist. If I live in a place where only people who look like me live then I often do not see a problem. Anyone else is seen as 'special pleading' and can be igbnored. But race and racial hatred are hidden in plain sight and have been in the political and legal realities for the past 300 plus years
Power of Diversity and Human Rights
This is essential and very promising in that it can reduce if not end hate among us. It is extremely important to be able to learn about each others' cultures, beliefs, traditions and backgrounds as well as our feelings. So we can learn to respect, appreciate and embrace who were are as people no matter where we come from. This country is full of diversity, our classrooms are full of diversity so it should be very interesting to be able to learn first-hand about who we really, who we are sharing our world with. Finally, someone stepping up and taking the time to teach us all about how to appreciate and not hate one another. We learn it as children but so long forgotten as we get older. Very interesting.
Yes, it is essential!
Thanks for sharing. Dr. K and I, very much, believe that the active learning process is essential. It is, perhaps, surprising, that "we" are not taught to do this all of our lives. Indeed, some students have told us that even some college professors discourage this. I can understand not wanting a lot of self-reflection in a statistics course or something like that but we hear from students that they are told, "don't tell me what you think, tell me what I told you to know" even in some psychology courses. As a psychologist, I think that is a shame. I have always believed that education is value-added. This does NOT mean I try and teach someone to value what I value. What I mean is that I try and get students to explore their values - their human values. Only from that place, I think, can we recognize that others are as human as we are.
Randall
I LIKE IT!
I really like the model you present. I think in a classroom setting, this works very well. I hope that other schools institute this method - I know at cal state long beach, we do this in our Culture and Communication class however, I do not see this as part of a general education curriculum which would be extremely beneficial to reach the most population. I hope that as students are exposed to this method they can take it home and express it to their families, after all, most of those prejudices come from the family - if our families can teach to be more accepting, the experiences we have will not have such a strong negative tie to racial prejudices.
*crossing my fingers for ya!*
Thank You!
I am glad that you like the model. My colleague and I (no surprise!) agree with you about its usefulness. We have not seen this as part of the curriculum (gen ed) either but I have also started using it in ALL of my online courses (Forensic Psychology, Social Psychology, History and Theory, etc.). Although it is much more important in some courses than others because some just do not cover as sensitive of topics, I believe all of my psychology courses (all courses!) can benefit from this self first, others later approach to discussing issues.
Randall
We feel this model also is
We feel this model also is quite useful in getting students to dialogue honestly about their hidden assumptions - an issue we have been grappling with a lot in the course this week.
Randall
Recitation
One can have critical thinking skills and not have decent interpersonal effectiveness or multicultural effectiveness; I see it on my campus on a daily basis. This model can just as easily propel racist dialogue as it can dialogue for change. What is fact for one group is not necessarily fact for another group. However, I do agree that students who recognize injustice in others should look at themselves. I constantly hear around campus people saying they are "tolerant" because they are "color-blind". In terms of language, toleration is one of the lowest forms of acceptance and is far from appreciation. I would place our daily use of language under the recitation category, which effects who we are and how we think.
Active Learning
I think this is a great stepping stone for students appreciation of diversity. Active learning will assist in interpersonal skill and build to multicultural backgrounds with consist guidance and support. With those four elements that were presents seem that it will also open students eyes on how some human rights are denied and treated second rate citizens.