Considering and researching perspectives different from one’s own, then practicing voicing the alternative perspective and supporting the other sides of an issue helps students develop open-minded attitudes.
While undertaking an activity, the educator challenges students to contemplate their own personal perspectives on an issue and build empathy, tolerance, and respect by discussing that perspective with others who may or may not share that point of view. This activity can be conducted individually, in small groups, or during whole-group instruction.
Being able to explain and advocate for a position different from their own can help students develop an open-minded perspective, build tolerance and empathy, and improve the accuracy and depth of understanding of their own beliefs, values, plans, or goals. The following activities can help students practice developing an open-minded attitude:
Students think of people they know or know about who are particularly closed-minded or open-minded, create a two-column chart of characteristics of both open- and closed-minded people, and then discuss the results.
Discuss how practicing open-mindedness affected students’ willingness to actively search for evidence against their own perspectives and what the benefits might be of having a more open-minded approach in learning and in life.
Research indicates that being open to evidence, values, and perspectives different from one's own can increase empathy; improve the accuracy and depth of the evidence for a claim; and lead to greater tolerance, deeper understanding, and a respect for diversity and complexity in learning, relationships, and everyday life.
Following are the items you must submit to earn this micro-credential and the criteria by which they will be evaluated. To earn the micro-credential, you must receive a passing evaluation for Parts 1, 3, and 4 and a “Yes” for Part 2.
(200-word limit for each response)
Please submit work examples from two students (such as links to writing, audio, images, video, or other media) that demonstrate progress toward the practicing open-mindedness competency, including items such as the issues and evidence for different perspectives and values students explored, examples of students role-playing different sides of an argument, research on scientific evidence that supports different positions on an issue, the personal impacts of deeply exploring a differing perspective, or other relevant items.
For the two students whose work examples were included above, submit student-created reflections on their experience of the practicing open-mindedness activities. Use the following questions as a guide (200-word limit for each reflection):
Provide a reflection on what you learned, using the following questions as a guide (200-word limit):
Except where otherwise noted, this work is licensed under:
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)