American youth are more adept at multi-tasking and multi-processing the fast-paced media and technology information than prior generations (Glasl, 1999; Prensky, 2001). During this new wave of “post-modernism,” youth can interact globally with a far more culturally diverse yet interdependent society. Questioning, risk-taking, conflict resolution, and continuous innovation are the systems-level skills required to live and prosper. These skills should be integrated with more “modernist” skills, such as learning the truths of one’s field as the teachers of that field present them. This paper presents an example of how teaching about conflict can be used to help students critically examine the massive amount of information available to them, and understand the socially, historically, and politically situated nature of truth. Implications of standardization, critical discourse, and discursive teaching that bring real life problems and conflicts into the education process are discussed.
Harkins, D. A., & Wells, Y. (2009). Critical and Discursive Teaching in Psychology. Pedagogy and the Human Sciences, 1 (1), 38-49. Retrieved from http://scholarworks.merrimack.edu/phs/vol1/iss1/1