Is it Ethical for a College Professor to Assign Contradictory Beliefs?

Sure, it is ethical and beneficial for college professors to assign tasks that challenge a student's beliefs. In fact, such assignments are increasingly praised for their educational value in fostering critical thinking and comprehensive argumentation skills. Over the years, pedagogical advancements have emphasized the importance of equipping students with the ability to construct and evaluate arguments from multiple perspectives.

The Value of Assigning Contradictory Beliefs

One of the key reasons for this pedagogical approach is the enhancement of critical thinking skills. By requiring students to write essays from opposing viewpoints, instructors can foster a deeper understanding of complex issues and the nuances involved. This process goes beyond merely stating and defending one's own beliefs; it involves engaging with and respectfully disagreeing with opposing viewpoints. Such assignments help students develop the ability to empathize with individuals who hold different opinions and understand the reasoning behind those beliefs.

Practical Examples and Personal Insights

A practical example comes from my experience as a debater. During my time in college, I was tasked with taking a position, even one that I did not personally believe in, and making the best possible argument. This practice proved to be an invaluable exercise, as it allowed me to fully understand the perspectives of others who held opposing views. This experience highlighted the importance of being able to articulate and defend the positions of others, a skill that is essential in today's diverse and complex society.

A memorable example from a documentary on a boys' private school in South Africa illustrates the power of such assignments. During recess, students engaged in debates on apartheid, with black students arguing for apartheid and white students arguing against it. This exercise reinforced the necessity of understanding and acknowledging the reasoning behind opposing viewpoints. Such experiences bolstered my understanding that being able to state a defense for the opposing view is crucial when one desires to defend their own stance.

Personal Experience with an Unconventional Assignment

During my college writing class, the professor offered a unique assignment: to write a persuasive paper on an issue that one did not personally believe in. While this was not required, it was strongly encouraged. Her rationale was that the grade would not be based on whether she agreed with the premise, but rather on the quality of the research and writing. By avoiding reliance on personal biases, students could critically evaluate their sources and arguments, thus producing a more balanced and persuasive paper.

One such challenge involved writing a detailed and well-researched paper on why women should not have the right to vote. Despite my personal opposition to this stance, I was able to construct a compelling argument from the opposing viewpoint. The result was an A on the assignment, proof that the process was both educational and effective. This exercise not only improved my critical thinking skills but also taught me the importance of researching and analyzing different perspectives thoroughly.

Conclusion

While it might seem counterintuitive, assigning students to write essays that contradict their beliefs can significantly enhance their critical thinking and argumentation skills. This practice helps build a more comprehensive understanding of complex issues and fosters a more inclusive and empathetic society. It is therefore essential for educators to incorporate such assignments into their curricula, allowing students to develop the skills necessary to engage constructively with diverse viewpoints.

Teachers who adopt this approach can transform the way students perceive and handle disagreements, turning them into valuable learning opportunities. By understanding and considering various perspectives, students can better navigate the complexities of the real world. Thus, the ethical and pedagogical benefits of such assignments underscore the importance of embracing this pedagogical practice.

References

White, E. J., Kelly, J. T. (2018). Teaching Critical Thinking Through Argumentation and Debate. State University of New York Press.

Smith, J. A. (2019). Argumentation and Controversy in the Classroom. Oxford University Press.