04169cam a2200517 i 4500 19229662 BJBSDDR 20251113172956.0 ta 160811s2017 ilu b 001 0 eng c 2016036890 9780226456348 (paper : alk. paper) 022645634X (paper : alk. paper) 9780226456485 (e-book) 19229662 ICU/DLC eng ICU rda DLC eng pcc LC 72.2 Z72c 2017 371.1/04 Zimmerman, Jonathan, 1961- 11716 The case for contention : teaching controversial issues in American schools / Jonathan Zimmerman and Emily Robertson. Chicago ; London : The University of Chicago Press, 2017. 122 pages ; 24 cm text rdacontent unmediated rdamedia volume rdacarrier The history and philosophy of education series Includes bibliographical references (pages 103-116) and index. Introduction: the controversy over controversial issues -- Historical reflections: teacher freedom and controversial issues -- Philosophical reflections: exploring the ideal of teaching controversial issues -- Conclusion: policy and practice in teaching controversial issues. From the fights about the teaching of evolution to the details of sex education, it may seem like American schools are hotbeds of controversy. But as [the author's demonstrate], it is precisely because such topics are so inflammatory outside school walls that they are so commonly avoided within them. And this, they argue, is a tremendous disservice to our students. Armed with a ... history of the development of American educational policy and norms and a clear philosophical analysis of the value of contention in public discourse, they show that one of the best things American schools should do is face controversial topics dead on, right in their classrooms. [The authors] highlight an aspect of American politics that we know all too well: We are terrible at having informed, reasonable debates. We opt instead to hurl insults and accusations at one another or, worse, sit in silence and privately ridicule the other side. Wouldn't an educational system that focuses on how to have such debates in civil and mutually respectful ways improve our public culture and help us overcome the political impasses that plague us today? To realize such a system, the authors argue that we need to not only better prepare our educators for the teaching of hot-button issues, but also provide them the professional autonomy and legal protection to do so. And we need to know exactly what constitutes a controversy, which is itself a controversial issue. The existence of climate change, for instance, should not be subject to discussion in schools: scientists overwhelmingly agree that it exists. How we prioritize it against other needs, such as economic growth, however--that is worth a debate. [The authors] show that our squeamishness over controversy in the classroom has left our students woefully underserved as future citizens. But they also show that we can fix it: if we all just agree to disagree, in an atmosphere of mutual respect. Teaching, Freedom of United States. Teaching Political aspects United States. Education United States Philosophy. Democracy and education United States. Libertad de enseñanza Estados Unidos 41864 Enseñanza Aspectos políticos Estados Unidos 45840 Educación Estados Unidos Filosofía 1233 Educación y democracia Estados Unidos 1067 Robertson, Emily (Philosopher of education) 45569 History and philosophy of education series (University of Chicago Press) 45816 7 cbc orignew 1 ecip 20 y-gencatlg lcc BK cmc 125680 125680 0 0 lcc 0 0 HU BJB BJB HU 2025-10-30 0 LC 72.2 Z72c 2017 00000196780 2025-10-30 14:41:00 1 2025-10-30 BK