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Fundamental Methods for Lessons in Politics
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Discussion in the Lesson
Communication skills are an important qualification in a democracy. Only he who is capable of dialogue can partake in political life. This is why talks in politics lessons are given so much importance, just as discussion and debates are. It not only serves the communication of content, but is, in itself, the content of political education, by way of it promoting skills in democracy.
However it has to fulfil specific conditions to achieve this: "Political education, which, besides language skills, also targets self-determination and political involvement, needs to be organised within the lesson discourse in such a way that it above all is a place forjointly solving problems and discursive understanding.."
[source: Peter Massing, "In Gesprächen lernen: Gesprächsformen in der politischen Bildung" (Learning through Discussion: Forms of Discussion in Political Education); in: Wolfgang Sander (Ed.), "Handbuch politische Bildung" (Manual of Political Education), "Bundeszentrale für politische Bildung" (Federal Centre for Political Education), Volume 476, Bonn 2005, p. 502] |
What do we understand under discussion in the lesson?
The discussion in the lesson is a talk in the classroom environment that is steered, structured and directed by the teacher. Every form of transition is possible, from a moderated discussion in the lesson to free discussion, depending on the objectives.
What do we need to observe when communicating?
As soon as people gather in a group, they communicate alone through their behaviour (everything has the character of communication). One can differentiate between two levels of communication: content and relationship. |
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Moderated discussion in the lesson: The teacher develops his concept by asking the pupils and taking up their contribution, and directs the discussion towards a result previously know to him.
Free discussion in the lesson: The teacher and pupils deal with the task of learning via the mutual exchange of information. The teacher merely provides the framework and creates continuity by giving impulses.
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1. The content is normally verbal
2. The relationship is expressed via the tone of voice, facial and bodily expressions and behaviour (body language).
In a relationship rich in dispute the content slips into the background. If in contrast the aspect of relationship is clear, the requirement for a discussion is given. Furthermore a differentiation has to be made between symmetrical and asymmetrical communication:
If exchange partners are on the same level (symmetrical), dispute can be exchanged openly. If, in contrast, the relationship between those involved in the discussion is unequal (asymmetrical), which is the rule in discussions between teachers and pupils, this proves quite difficult.
When can a discussion in the lesson be used?
The discussion in the lesson forms the basis of many different action-oriented methods in politics lessons. It allows for the productive and comprehensible encounter with object of learning and leads - besides communicating knowledge - to the pupil attaining skills in language and democracy. Due to its multiplicity it is - besides for the purpose of pure information communication - utilisable in every phase of the lesson. Examples:
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Query previous knowledge
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Lead up to the topic (develop trust)
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Control understanding
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The problem of circumstances
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Go deeper into what has been learnt
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Repetition
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Conclusion
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Opinion development
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The teacher should...
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... Achieve a level of relationship that is as free of dispute as possible and assure that as small a gap as possible separates those involved in the discussion (since asymmetric communication is involved).
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... Not lose sight of the aim of the discussion (goal preview).
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... Should not use killer phrases that cut off the partner in the discussion (that does not apply here. What is the difficulty? That's impossible. I don't see any relation etc.).
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... Encourage the independence of the pupils.
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... See the pupils as responsible people.
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... Repeat or sum up content neutrally.
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... Accept the political opinion of the pupil, even if it contrasts with your own opinion.
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[Authors: Marietta Enss/Ragnar Müller]
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