5.2 Principle of controversial discussion

Whatever is a controversial issue in science or politics must be presented as such in EDC/HRE classes. This principle is closely linked to that of non-indoctrination: if differing points of view are omitted and alternative options are ignored, EDC/HRE is on the way to indoctrination. EDC/HRE classrooms should allow for complexity, controversy and even contradictions. For example, even though human rights are universal, individual rights can actually be in conflict with one another.

In a pluralist society, disagreement, differing values and competing interests are the rule, not the exception, and therefore students must learn how to deal with controversy. In democracy, debate and discussion are the medium for solving problems and resolving conflicts. Agreement and a certain degree of harmony through compromise is the result of negotiation. Enforced harmony without open discussion simply suggests suppression.

5.2.1 Practical implications

In EDC/HRE, the teacher must therefore at least present two points of view on an issue. An equal balance (for example, in the length of texts) is important.

In plenary discussions, the teacher should welcome differing points of view among the students. If one position is voiced only by a minority – or even no student at all – the teacher should adopt this view for argument’s sake, clearly stating that she or he is enacting a particular role, not expressing a personal opinion. The teacher should take care to adapt his or her power of argument to that of the students.