Dorothee Gronostay – författare

Controversy has become an inescapable aspect of classroom teaching in the twenty-first century. Not only are teachers expected to discuss contentious political policies, unjust historical practices, and violent international conflicts in a variety of subject areas; they often encounter deep ideological divides among students, parents, and other stakeholders. Despite the challenges, teaching controversy can have many benefits, such as improving students' rational and critical thinking skills and increasing empathy and understanding of different views. What do educators need to capitalize on these important advantages, while avoiding the pitfalls of political controversy? What ethical and political conditions should be in place to ensure their success? Offering an interdisciplinary selection of leading scholars and researchers from around the world, Teaching Controversy provides a comprehensive resource on the theory and practice of teaching controversy. It combines educational insights from USA, Europe, and India, and examines the role of controversy in higher education, K-12 education, religious education, and a variety of academic subjects. Further, the volume offers insight into the educational conditions that support civic learning and community-building in the classroom, and those that can undermine these goals. By providing careful theoretical and empirical reflections on the nature and boundaries of controversial issues, Teaching Controversy aims to empower educators to navigate the hazardous political terrain of public schooling, ensuring that controversy serves as a tool for empowering and uplifting democratic education.

Controversy has become an inescapable aspect of classroom teaching in the twenty-first century. Not only are teachers expected to discuss contentious political policies, unjust historical practices, and violent international conflicts in a variety of subject areas; they often encounter deep ideological divides among students, parents, and other stakeholders. Despite the challenges, teaching controversy can have many benefits, such as improving students' rational and critical thinking skills and increasing empathy and understanding of different views. What do educators need to capitalize on these important advantages, while avoiding the pitfalls of political controversy? What ethical and political conditions should be in place to ensure their success? Offering an interdisciplinary selection of leading scholars and researchers from around the world, Teaching Controversy provides a comprehensive resource on the theory and practice of teaching controversy. It combines educational insights from USA, Europe, and India, and examines the role of controversy in higher education, K-12 education, religious education, and a variety of academic subjects. Further, the volume offers insight into the educational conditions that support civic learning and community-building in the classroom, and those that can undermine these goals. By providing careful theoretical and empirical reflections on the nature and boundaries of controversial issues, Teaching Controversy aims to empower educators to navigate the hazardous political terrain of public schooling, ensuring that controversy serves as a tool for empowering and uplifting democratic education.

Dorothee Gronostay untersucht das Potential argumentativer Lehr-Lern-Prozesse im Politikunterricht (z.B. kontroverser Diskussionen) zur kognitiven Aktivierung der Schülerinnen und Schüler. In drei empirischen Teilstudien werden Sequenzmuster argumentativer Abwägung identifiziert, Wirkungen eines fachspezifischen Argumentationstrainings auf die Diskussionsqualität geprüft sowie Effekte von Persönlichkeitsmerkmalen und zugewiesenen Diskussionspositionen (pro/kontra) auf die Diskussionsbeteiligung und persönliche Position der Schülerinnen und Schüler zu einer politischen Streitfrage untersucht. Die Autorin stellt vielfältige Bezüge zur Unterrichtspraxis her und leitet aus den Ergebnissen auch unterrichtspraktische Implikationen ab.

Dorothee Gronostay untersucht das Potential argumentativer Lehr-Lern-Prozesse im Politikunterricht (z.B. kontroverser Diskussionen) zur kognitiven Aktivierung der Schülerinnen und Schüler. In drei empirischen Teilstudien werden Sequenzmuster argumentativer Abwägung identifiziert, Wirkungen eines fachspezifischen Argumentationstrainings auf die Diskussionsqualität geprüft sowie Effekte von Persönlichkeitsmerkmalen und zugewiesenen Diskussionspositionen (pro/kontra) auf die Diskussionsbeteiligung und persönliche Position der Schülerinnen und Schüler zu einer politischen Streitfrage untersucht. Die Autorin stellt vielfältige Bezüge zur Unterrichtspraxis her und leitet aus den Ergebnissen auch unterrichtspraktische Implikationen ab.