Philosophical Chairs

MATERIALS

  • Handout

COMMON CORE

CCSS.ELA-LITERACY.SL.6–11-12.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

CCSS.ELA-LITERACY.SL.9-10.1.C
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

CCSS.ELA-LITERACY.SL.11-12.1.D
Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

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Introduction

Philosophical Chairs is an activity designed to foster critical thinking, active inquiry, and respectful dialogue among students. To play, participants agree or disagree with a series of statements, but the game doesn’t end there. !e most crucial element is what happens next: Participants discuss their point of view and can switch sides if their opinions change during the discussions.

Each topic statement is deliberately open-ended yet ties into a number of the themes present in X: The Life and Times of Malcolm X—including the pervasive effects of racism, the history of human and civil rights struggles in the U.S. and abroad, the practice of social protest, and the way broader political movements impact personal relationships. Offer students a brief overview of the opera’s plot, setting, and context, and remind them how to build a safe space for productive conversation. Some of the topics might be confusing or hard—that’s okay! As you and your students explore and learn about X, you can return to these statements: What do they have to do with the opera’s story? How might these questions help us explore the opera’s story, history, and themes?

A NOTE TO FACILITATORS: Between statements, provide some clarity as to why that particular statement was chosen. Explain to students where and how each particular theme shows up in the opera, or invite students to offer their own explanations.

Steps

STEP 1. INQUIRE

Distribute the included handout with guidelines and statements, making sure to review the rules of engagement as a group. Next, invite students to read one of the statements—out loud as a class, to themselves, or in small groups. As they read, they should ask themselves:

  • Do I understand the statement?
    • If not, what questions might clarify it for me?
  • What immediately comes to mind when I read the statement?
    • What is my initial reaction: Do I agree or disagree?
  • What led me to that decision?
    • What opinions do I hold about this statement?
    • What life experiences may have led me to think this way?

STEP 2. RESPOND

Read the statements again out loud and ask students to commit to one side. !ey can agree or disagree, but there is no middle ground. (Many will not be completely comfortable committing to one side over the other—that’s part of the game. It will help foster conversation and debate.)

STEP 3. DISCUSS

Start a conversation! Use the following questions to guide discussion:

  • Does anyone feel very strongly either way? Why or why not?
  • Does anyone feel conflicted? Why or why not?
  • Give voice to what you thought about in the first step:
    • What led me to make my decision?
    • What opinions do I hold about this statement?
    • What life experience may have led me to think this way
  • What might you have not considered that others are now bringing up in the discussion?
  • Did any new questions arise during the discussion?

As the conversation continues, students are free to change their minds or develop more nuanced perspectives.

Repeat steps 1 through 3 for each statement.