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Academic Controversy. Enriching College Instruction through Intellectual Conflict. ASHE-ERIC Higher Education Report, Vol. 25, No. 3.

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Bibliographic Details
Title: Academic Controversy. Enriching College Instruction through Intellectual Conflict. ASHE-ERIC Higher Education Report, Vol. 25, No. 3.
Language: English
Authors: Johnson, David W., Association for the Study of Higher Education., ERIC Clearinghouse on Higher Education, Washington, DC., George Washington Univ., Washington, DC. Graduate School of Education and Human Development.
Availability: ERIC Clearinghouse on Higher Education, Graduate School of Education and Human Development, The George Washington University, One Dupont Circle, Suite 630, Washington, DC 20036-1183; phone: 800-773-3742; fax: 202-452-1844 ($24).
Peer Reviewed: N
Page Count: 157
Publication Date: 1997
Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC.
Document Type: ERIC Publications
Descriptors: Academic Discourse, College Instruction, Colleges, Conflict Resolution, Controversial Issues (Course Content), Course Content, Creative Development, Critical Thinking, Debate, Debate Format, Educational Strategies, Higher Education, Instructional Innovation, Instructional Materials, Intellectual Development, Persuasive Discourse, Teacher Role, Teaching Methods, Universities, Verbal Communication
ISSN: 0884-0040
Abstract: The thesis of this book is that intellectual conflict is an important and powerful instructional tool which should become part of day-to-day student life in colleges and universities. Properly structured academic controversy results in increased achievement, better problem-solving and decision-making skills, more positive interpersonal skills, and greater social competence and self-esteem. In eight chapters, the book covers such topics as: what constructive conflict is; why it is important; avoidance of intellectual conflict; what academic controversy is; the inevitability of controversy; what faculty needs to know to manage controversy; using academic controversy in instruction; how controversy works--process, debate, and concurrence seeking; the instructor's role in structuring academic controversy and creating a cooperative context; preparing a position and required social and cognitive skills; advocating a position (presenting opposing positions and perspectives, caucusing, and challenging and defending a position); making decisions (reversing perspectives, synthesizing, and integrating); and the need for controversy. (Contains 230 references.) (CH)
Entry Date: 1997
Accession Number: ED409829
Database: ERIC
Description
Abstract:The thesis of this book is that intellectual conflict is an important and powerful instructional tool which should become part of day-to-day student life in colleges and universities. Properly structured academic controversy results in increased achievement, better problem-solving and decision-making skills, more positive interpersonal skills, and greater social competence and self-esteem. In eight chapters, the book covers such topics as: what constructive conflict is; why it is important; avoidance of intellectual conflict; what academic controversy is; the inevitability of controversy; what faculty needs to know to manage controversy; using academic controversy in instruction; how controversy works--process, debate, and concurrence seeking; the instructor's role in structuring academic controversy and creating a cooperative context; preparing a position and required social and cognitive skills; advocating a position (presenting opposing positions and perspectives, caucusing, and challenging and defending a position); making decisions (reversing perspectives, synthesizing, and integrating); and the need for controversy. (Contains 230 references.) (CH)
ISSN:0884-0040