Composing Controversy | |||||||||||||||||||||
Moving from Debate to Dialogue with a Justice Talking Radio Broadcast |
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This particular case study, which I conducted, is the only one of the three that was recorded. The media included here offers a sampling of student work but is not integral to an understanding of the assignment itself. I have decided to include the other two case studies to illustrate the flexibility in this assignment. We began the semester with the historical “two cultures” debate over whether colleges should privilege a scientific education over a humanities education. I used this assignment as an icebreaker: one large collaborative activity that would introduce conflicts between scientific ways of knowing and the policy issues they inform and address the role of public deliberation in resolving controversies that require scientific understanding. We called our show Science Today instead of Justice Talking. The collaborative episode was prepared in parts outside of class and performed in a single class period. The episode began with an interactive timeline of key events in the history of the two cultures debate, followed by a graphic display of the history of science in a series of images set to music. The segment emphasized the driving curiosity in poets and chemists alike, along with issues of social stratification, differing employment opportunities in the sciences and humanities, increasing levels of international competition in global economies, and the aims of education in helping individuals and communities address economic and moral challenges. The overview and historical background segment was followed by a current event news report of the recent groundbreaking for UAA’s new science facility. The segment featured an interview with James Liszka, UAA’s Dean of the College of Arts and Sciences, a philosophy professor dressed up in a long white lab coat. The student newscasters described the dedication in ritualistic terms as an expression of values, joined with a performance of indigenous music and the Alaska Flag song. Following the debate, the moderator focused class attention with four key questions:
The episode concluded with two commentators who delivered personal essays. The first spoke from the perspective of a Bristol Bay salmon fisherman who works under a system of quotas set by fisheries biologists whose job it is to manage the harvest of a renewable resource. He spoke about the limitations and unpredictable nature of an imperfect science and the biologists’ responsibility to communicate with fishermen in both technical and lay terms. He supported an educational system that prepares students with marketable skills but also helps them experience an affinity to society instead of existing in separate communities who cannot communicate or understand one another. The second commentator spoke from the perspective of a Chinese exchange student who has witnessed this debate in her home country. She described the high-stakes single standardized college entrance examination as “cruel” and the time it occurs as “Black June” or “Black July.” She told the story of one award-winning 18 year old who wrote a book on the topic, a book that claimed high school science courses were meaningless in preparing students for the exam and thereby functioned to maker higher education off limits to very talented students in the arts. The commentator advocated a more flexible system that would play to the strengths of diverse students without limiting their future educational opportunities. |
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