Cultivating Compassion Through Discussion

Abstract

The purpose of this record of study was to evaluate the ways discussing controversial topics in a social studies classroom impacted the empathy capacity, viewpoint and compassion willingness of students. Four controversial topics were chosen for discussion in three Advanced Placement psychology classes due to their relevance to the course: cultural bias in public schools, causes of poverty, prejudice and discrimination in the criminal justice system and immigration and altruism. The method used for discussion was the structured academic controversy (SAC) in which students are required to research and discuss an issue from both sides of an issue and seek consensus with those in their discussion group.

This was a mixed-methods study in which five quantitative measures were administered before and after the SAC interventions. First, students were administered the Questionnaire of Cognitive and Affective Empathy (QCAE) at the beginning of the study and again after completing the four structured academic controversies at the conclusion of the spring 2021 semester. Students were also administered an issue inventory before and after each of the four SAC’s. Not only did the issue inventory have questions that gauged the students’ viewpoint on the topic, but there were also questions about compassion willingness embedded within. Qualitatively, students wrote in reflection journals before and after each discussion to explain their initial thinking on each topic, how it shifted and their willingness to engage the issue in an actionable way. In each journal, students responded to the same set of questions before and after each discussion.

The quantitative data showed statistically significant changes in empathy, viewpoint and compassion willingness. Qualitatively, all students indicated growth in empathy and compassion and experienced remarkable shifts in their viewpoints on each issue.

This study shows the myriad benefits of providing students the opportunity to research and discuss controversial topics from multiple perspectives. It also provides teachers with a model for engaging these topics in the classroom with efficacy while helping them avoid the partisan landmines that are associated with creating a space for controversy in the classroom.