Why deliberate?
Each activity thus far in the process has been building toward engaging students in deliberative dialogue. Student interest has been ignited. Having sifted through a variety of research materials, students have been suitably prepped to conduct informed conversations about the topic. The previously provided deliberation questions, created by the teacher in Step Three: Investigate, will serve as guides going forward.
The deliberative dialogues should be almost completely student-directed, with all sorts of rich peer-teaching occurring. However, they must be set up delicately, with key guidelines in place to discourage the two critical impediments of successful deliberation: (1) a combative, uninviting discussion environment, and (2) a teacher who is unable (or unwilling) to cede “control” to the students.
The first impediment, a combative environment, tends to discourage open discussions, while a respectful environment encourages them. In order to establish the right kind of atmosphere, it is helpful for students to understand the distinction between deliberation and debate and to recognize that deliberation is what will be used. The following excerpt, which can be shared with students, explains the aims of deliberation:
When we have to make an important decision we deliberate. We will consider the merits of a range of alternatives and weigh the advantages as well as the tradeoffs of each. After thinking the issue through, we will try to make the best possible choice, the one that best answers our particular needs. It may not be perfect, but it is informed by all of the information that we can bring to the decision at that time.
When we deliberate with others the process is collaborative and involves more than just one person's experience, needs, and perspective...Deliberation requires a committment on the part of all who enter into the process to listen to the perspectives and the knowledge of all who are participating and to try to learn from one another...You contribute your knowledge and perspective to the whole, listening to one another and building on the contributions of others. By engaging in shared ideas, everyone grows in his or her knowledge and understanding.
(Retrieved from the Choices Program website at www.choices.edu/resources/guidelines.php)
A strength of deliberation is the collaborative experience of weighing the perspectives and knowledge of one’s peers, and allowing this engagement to grow one’s own knowledge and understanding. Deliberation is as likely to confirm one’s opinions as challenge them. Either way, deliberation encourages students to construct well-informed opinions as they share their perspectives and examine those of others.
Deliberation is NOT debate!
Deliberation is much different than debate because:
In a debate, you hold onto your position with the intent that you will "win" the argument and everyone else will end up in a different place. Debate is a competitive process in which there are winners and losers. Ideas are not built; rather, they are contested.
(Retrieved from the Choices Program website at www.choices.edu/resources/guidelines.php)
The debate format tends to create a close-minded and confrontational environment in which students do not listen to learn, but instead listen to respond. This is not what deliberation is about.