There has been a rising focus on how controversial issues such as sexuality, terrorism, and international conflicts are addressed within educational settings. This surge of attention reflects two prominent societal trends. First, educators are increasingly working in environments shaped by diversity and multiculturalism. Second, these settings are often marked by rising polarisation, where conflicting perspectives and values coexist in school. This raises a critical question about how secondary school teachers navigate these issues, balancing their responsibilities to impart values while fostering critical thinking among students.
Conveying and critically examining values in the curriculum
Social studies teachers in Swedish secondary schools face the challenge of balancing dual responsibilities: instilling ideals, norms, and values while encouraging critical analysis. These roles align with two somewhat conflicting educational objectives—preparing students for life as democratic citizens and fostering their development into independent, critically thinking individuals. This tension is sometimes described as a paradox of moral education, as achieving both objectives simultaneously can be a significant challenge.
Interestingly, research shows that the choices teachers make—such as the assignments they design or the teaching methods they use—often play a more significant role in shaping the values students internalize than direct instruction. However, the intersection of these responsibilities highlights a broader challenge: teachers must constantly navigate competing goals, striking a balance between imparting values and fostering critical thinking in their daily practices.
Conveying and critically examining values in the classroom
A four-year study has highlighted how social studies teachers in Years 7–9 often recognise the personal impact of controversial social issues on students. Simultaneously, students are encouraged to evaluate these topics within a broader social, cultural, and historical framework, raising questions about how teachers manage this delicate balance between imparting values and fostering critical thinking.
Interviews and classroom observations indicate that teachers frequently strive for neutrality by presenting multiple perspectives rather than advocating specific causes or solutions. This approach appears to promote liberal values, encouraging students to make independent decisions and take responsibility for their choices.
However, it assumes students have a high tolerance for differing viewpoints and respect for others’ rights to express personal opinions, even when those opinions conflict with their own beliefs. From this perspective, directly influencing student’s values might be seen as restricting their freedom to think and act independently.
In classrooms where diverse viewpoints are the norm, few topics may seem truly contentious. If students are given the freedom to express opinions without structured guidance on critical evaluation, examining opposing views may become difficult. This raises concerns about whether students are sufficiently equipped to independently analyse and critique complex societal issues, an expectation that may not always align with their abilities.
The potential of controversial issues in education
To fully harness the educational potential of controversial social issues, it’s essential to recognize that forming an opinion is only one aspect of students’ growth as democratic citizens. These opinions should be rooted in a critical review and evaluation of the causal explanations and proposed solutions representing the most reasonable alternatives in the debate.
Teachers who follow the recommendations to adopt a neutral, chairperson-like stance or seek to balance differing perspectives may, intentionally or otherwise, emphasise liberal values such as freedom of choice, individual responsibility, and tolerance. However, this approach often sidelines critical examination of these very values, norms, and ideals. Controversy frequently arises when teachers or students challenge this framework, for instance, by arguing that one perspective holds greater validity or even asserting the existence of a definitive “true” answer.
Only a small number of teachers interviewed in the study explicitly highlighted critical examination as a key part of their teaching methods for controversial issues. While some may assume that critical examination is taken for granted and thus not mentioned in interviews, the data offers little evidence to support this interpretation.
To effectively utilise the educational value of controversial social issues, it is crucial to recognise that forming opinions is just one part of student’s development as democratic citizens. These opinions must be grounded in a thorough critical analysis of the underlying causes and the most reasonable solutions presented in debates.
Interviews with teachers revealed that only a minority explicitly prioritised critical examination in their approaches to controversial issues. While it is possible that some consider critical analysis an implicit part of their teaching and, therefore, do not mention it, the available data provides limited support for this assumption.
Conclusion
Approaches that prioritise critical thinking inevitably convey a specific set of values. Encouraging students to question societal norms, rather than accept them uncritically, implicitly promotes the importance of critical evaluation. This is particularly relevant in addressing major challenges such as the climate crisis, where societal values have often played a contributory role.
Consequently, the values that teachers impart should themselves be subject to critical scrutiny. When core values are challenged and fail to stand up to examination, both students and teachers have an opportunity to advocate for change within a democratic framework. Conversely, if these values prove robust under scrutiny, the process can deepen students’ understanding and foster a stronger commitment to them.
In this context, critical thinking serves not only as a means of navigating controversial issues but also as a vital component in the examination, transmission, and reinforcement of values within the educational environment.
Recommendations
- Mandate clear instructional approaches that prioritise critical examination as a core element in addressing controversial issues, supported by robust evidence and accountability measures.
- Develop policies that encourage schools to integrate lessons fostering critical evaluation of societal values, particularly in addressing pressing global challenges like the climate crisis.
- Embed critical thinking skills into policies as a cornerstone of value exploration and reinforcement, empowering students and teachers to challenge or affirm values within a democratic framework.
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Journal reference
Lindström, N. (2024). Controversial issues in social study subjects: conveying values and facilitating critical thinking. Ethics and Education, 1–19. https://doi.org/10.1080/17449642.2024.2418764
