DEMO: Teaching the 21st Century Student

4.3.4

Devilʼs advocate

What & Why

DEVIL’S ADVOCATE is a reverse discussion technique when two opinion sides argue over an issue but from the opposite end of the argumentation other than their own. For the sake of strong argumentation and deep analysis of the problem, the participants learn how to put themselves in the oppo- nent’s shoes, that is, on the side they would eventually need

to out-reason in reality. The participants get a hands-on experience with the opposing mind-set, and thus, learn how to prepare for debates with relevant and strong counter arguments. This exercise cultivates empathy, respect, and the ability to acknowledge multiple perspectives. It contrib- utes to a civilized, objective, balanced, and efficient social debate. How to set up The devil’s advocate approach is a powerful but technically demanding method for the teachers and a mentally challenging exercise for the stu- dents. It requires excellent preparation on the part of both parties. The method needs a generous amount of time; ideally one or two teaching units. During the devil’s advocate exercise, the teacher may experience resistance frommore conservative or dogmatic students who sometimes feel uneasy andmay even refuse to act against their conviction. This activ- ity is adoptable for all size classes. It can take place in pairs, small groups, or with the whole class split in half. 1 The teacher defines the topic, which should incorporate a dilemma, problem, or issue ensuing opposing perspectives. 2 A thorough binary analysis (Ch. 3.4) activity of resources elaborating on the debated issue should precede the speaking practice. The anal- ysis can be organized as peer reading (Ch. 1.1.2), through the three- phase dialogue (Ch. 1.2.1), or using the jigsaw technique (Ch. 1.2.4) to cooperatively generate a list of enough supporting arguments for the debate. 3 After the analysis is complete and a comprehensive list of arguments ready, the participants are guided to organize into opinion groups ac- cording to their own beliefs. Each opinion group reviews arguments to support their point. 4 When groups are finished with preparation, the teacher explains rules for argumentation (Ch. 4.1.3) and displays them on a sign, screen, or

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