• The complexity of the issue cannot possibly be conveyed in such a short period of time.
• Debates are set up as either-or situations, as if there were only two sides to the issue.
• Students do not search for the truth, or for a compromise. Rather, they are to win!
• Students who are assigned a side are not encouraged to examine the complexity of the issue, but rather to seek data to confirm their point of view. This does not encourage critical and creative thinking.

Let us create an instructional method, for now called a Non-Debate, where these problems are addressed.

• First, choose a topic which you want your students to examine in depth.
• Second, assign your students to research the issue and look for as many different aspects of the issue as they can find.
• The next day, have the students present the different aspects of the issue to the class. Then assign students to small groups to discuss one particular aspect of the issue. These students must attempt to identify the different points of view which are involved in this aspect. They must then attempt to resolve the aspect so that as many sides as possible will find it acceptable.
• Each small group will then present their discussion results to the rest of the class.
• The students must answer the following question: Is there a way the issue can be resolved such that all different aspects are dealt with, and a way such that different points of view will be accommodated? Make a final resolution which should be some sort of compromise.
• Lastly, ask your students if this resolution moves us closer to the “truth”. And, is “truth” important in this case?

Sample Lesson

Preparation (homework)

Read the papers in your readings package on evolution and the teaching of evolution. This is a complex topic, one which you will encounter in your teaching career ­ probably, you will encounter it every year.
While you are reading the papers, think of the different aspects of the issue. Write every aspect which you think should be considered when you have to make a policy on how to teach evolution.
One aspect of evolution is the cultural aspect. Some cultures have theories of where humanity came from, and their theories are inconsistent with those of science. But other cultures have theories of where all life came from, and some have theories of where the planet (and all life) came from. What are some of the fundamental differences between these different cultures?

Class Activity (in class)

Whole class activity
Present the different aspects of the evolution issue which you identified during your reading. (Perhaps you will be asked to do a five minute fast write of the issues you identified at the very beginning of class.)

Small Group Discussion
In a small group (three or four students) you will discuss one or two of the aspects (assigned) of the issue. Identify the different points of view on the issue and to resolve the issue.

Whole Class Activity
In your group, present (to the whole class) your suggested resolution. The class will try to find one resolution that fits all different issues.

Whole Class Discussion
The class will discuss: If we act on this resolution, will we move closer to the “truth”? Should we consider “truth” as the most important concern here?

Assessment (in class)

Checklist for participation in small group discussion. Anecdotal comment sheet recording either 1) does the student display evidence of having read the papers? 2) Does the student display evidence of thinking of different points of view?
Five minute fast write (either before or after) after: Does your resolution of how to teach evolution move your students closer to Truth?