In part one I expressed my opinion that Thomas Wolfe’s observation “… you can never go home again” will resonate as you return back to your quest for normalcy in your environment. I believe a sense of discomfort will be pervasive, accordingly I thought continuing to examine the educational sector may serve some useful purpose to illustrate the challenges we all may face in trying to return home.
I am of the opinion that academia is grounded very much in left brain thinking—linear. There is little room for flexibility in today’s curriculum. Most is one-size-fits-all. Students echo back what has been delivered in class. Increasingly what is being delivered tends to be advocacy of fixed positions with little room for deviation by those who dissent.
There is a need to recognize “viewpoint” diversity curriculum. The willingness to inculcate other people’s views. We all have a different way of viewing the world and as a result all views deserve to be heard in a safe environment. Indeed, at times we are quick to respond with “conspiracy theory” as quick retort – rather than recognize it is just an opinion- we need to pause to think critically about ideas floated that are not aligned with ours nor aligned with the institution’s views.
You only have to suggest discussing global warming, white privilege or the merits of the Black Lives Matter movement to test the degree to which viewpoint diversity exists within the organization. The goal should not be about building consensus but rather sharing each other’s understanding in order to assemble the facts –both for and against– it is about presenting multiple perspectives as solutions to challenging emerging issues — facts dumped on the table– — then you select the facts / position that you’re comfortable with and can defend. In my class I often say there are no wrong or right answers — no political correctness — as long as we discuss the issues with respect. It is a safe class!
By adopting this mental model you can defend from an evidence-based position rather than a rhetorical defence. New mental models require us to test all hypotheses in a respectful way.
If I might be permitted to digress for a moment, I share a story in my class based on my military experience of sixty years ago. During an inspection it was noted that there were four men on an artillery piece. One of these bombardiers appeared to have no purpose, noted the inspecting General. … Do you want to know why? A fun short story —a lesson in the importance of testing all hypotheses respectfully. (strategic concept number one- challenge all respectfully)
Erin McLaughlin Griffin of the University of Pennsylvania states, “Viewpoint Diversity Curriculum (VDC) is intended to be a primer for high school students to enable them to engage in civil discussions and to elect (and become) knowledgeable and attuned leaders in their democracy. By using constructs such as intellectual humility, growth mindset, and actively open-minded thinking, … Ultimately, the goal is not to promote a particular value system, but to teach students skills of self-awareness with the intent of making them much more critically aware that other people matter, and their views and values matter, too”.
Royal Roads’ new president and vice –chancellor Dr. Philip Steenkamp recognizes the need for viewpoint diversity and has moved quickly since his arrival to implement and champion several new initiatives that promote Erin Griffin’s concepts. But I fear this is not replicated by many institutions, based on anecdotal evidence delivered in the news.
What do you think?
