PHILOSOPHICAL CHAIRS

How it works:

1. Students read a newspaper article, short story, essay, Op-Ed piece, or some other reading selection, annotating and taking notes as they read.

2. Students are asked a higher level question that will elicit a discussion and potentially an argument! The topic should elicit a mixed response. Have students divide into three groups:

• agree whole-heartedly

• vehemently disagree

• Reserve judgment

The Set Up:

• Have students sit according to their views.

• Sitting on one side of chairs set up in a horseshoe indicates one's total support of the topic.

• Sitting at the other side signals a student’s total disagreement.

• Students who have undecided views or have questions to ask sit along the back smaller row.

The Moderator:

• Insures everyone gets a chance to speak.

-“Comment” and “Question” cards

• allow participants to address a statement made by a particular person

• Paraphrase to help guide the discussion.

• Be careful that the "pros," "cons," and “questions" are equally represented

• Make sure the discussion is not dominated by a few eager students.

Go over the Rules:

• Be open-minded. Listen to all statements made and consider both sides.

• Move to the other side if a particular statement or argument seems to sway your thinking. Experience the "other side."

• No one acknowledges any move. (Cheering, applause, etc.) This is not a team game.

• Do not raise hands or speak while another person is speaking.

During the Exercise:

• Students are able to move about the room during the discussion, similar to a game of musical chairs.

• Participants can symbolize their willingness to adopt a different point of view — even if temporarily — by moving in the direction of that view and assuming a new location.

• To insure that movement takes place, students can receive "credit” for participation or taking multiple viewpoints.

After the exercise is done:

• Debrief the exercise with the class:

• Which point or idea was the most influential to you? Why?

• What rhetorical devices were most effective in the activity? Explain?

• To what extent did the positions and perspectives presented impact your original stance? Explain.

• Have students write an argumentative or positional paper on the overarching or framing question.