5. PHILOSOPHICAL CHAIRS (Discussion, Feedback)
Description: This method strengthens critical thinking and communication skills.
Application: This protocol is especially useful for exploring controversial topics but can also be applied to points-of-view discussions.
Process: Give students a central statement or topic to research and formulate a particular opinion. Set-up chairs/desks with two rows facing each other; a third row is then set up at the end, forming a “U.” Read statement. Direct the students who agree with the statement to sit on one side, those who disagree on the other. Tell undecided students to sit at the end. Begin the discussion with an argument in favor of the stated position; then, direct a student from the opposing side to respond to that argument. Inform the “undecided” that they should state their concerns at any time. Emphasize “open-mindedness” rather than insisting on “standing one’s ground.” Remind students that they can change seats at will and should move to the appropriate side. (There is no limit to the amount of times one may move.) Also remind them to listen and not interrupt each other as the argument continues back and forth (first side “A”, then side “B”, and so on). Create the conditions so that all students participate.
Description: This method strengthens critical thinking and communication skills.
Application: This protocol is especially useful for exploring controversial topics but can also be applied to points-of-view discussions.
Process: Give students a central statement or topic to research and formulate a particular opinion. Set-up chairs/desks with two rows facing each other; a third row is then set up at the end, forming a “U.” Read statement. Direct the students who agree with the statement to sit on one side, those who disagree on the other. Tell undecided students to sit at the end. Begin the discussion with an argument in favor of the stated position; then, direct a student from the opposing side to respond to that argument. Inform the “undecided” that they should state their concerns at any time. Emphasize “open-mindedness” rather than insisting on “standing one’s ground.” Remind students that they can change seats at will and should move to the appropriate side. (There is no limit to the amount of times one may move.) Also remind them to listen and not interrupt each other as the argument continues back and forth (first side “A”, then side “B”, and so on). Create the conditions so that all students participate.
Reference and/or for more information:
5. Philosophical Chairs
Risi, R., Schiro, P. Serret-Lopez, C. (2005). Unit Eleven: Philosophical Chairs. Strategies for Success
(pp. 147–154). San Diego, Ca: AVID Press
5. Philosophical Chairs
Risi, R., Schiro, P. Serret-Lopez, C. (2005). Unit Eleven: Philosophical Chairs. Strategies for Success
(pp. 147–154). San Diego, Ca: AVID Press