DI ALOG UE: A PLAN FO R THE 2 0 2 0 ELEC T I O N
Continued from page 31
self-identity and negative emotions. Ka-
plan concludes that the brain is a highly
sophisticated self-defense machine. “If
there is a belief that the brain considers
part of who we are, it turns on its self-
defense mode to protect that belief...
It is intriguing new evidence that sug-
gests that to change minds, we need to
separate opinions from identities—this is
very hard with politics.” 11
In order to help schools move beyond
the soundbite and Twitter wars, give
stakeholders opportunities to explore
current research and engage in dialogue
on how this research impacts their own
beliefs, school, broader community, and
nation. Here are suggestions for using
this research and other current research
you find.
•
•
Create a Professional Learning Com-
munity for fall 2020 where teachers
are encouraged to explore recent
research. Give them an opportunity
to share the findings with their col-
leagues and create opportunities for
faculty to engage in dialogue around
these issues. When teachers practice
their own dialogue skills with other
adults in the community, they will
be much more equipped to support
their students.
Encourage history, social studies,
civics, and/or government teachers
to create one or two lessons before
the Election to help students under-
stand the top three issues rated by
each party.
• Encourage English and/or Technol-
ogy classes to create lessons around
media literacy, campaign advertis-
ing, and the use of social media to
sway audiences.
• Encourage Science, Psychology, and
Health teachers to create lessons
around new brain research that ex-
plores physiological and psychologi-
cal responses when our deepest be-
liefs and values are challenged.
• Encourage student government or
clubs to create opportunities for stu-
dents to learn more about current re-
search and discuss the implications
for the Election in their own lives,
school community, and nation.
• Plan weekly talk-back sessions where
interested students can explore cur-
rent research and discuss implica-
tions in their own lives, school com-
munity, and nation.
• Communicate your plans with the
PTA. Invite students and faculty to
attend a PTA meeting and ask stu-
dents to lead parents through a few
activities that they’ve experienced.
11. Resnick, Brian. “A New Brain Study Sheds Light on Why It Can Be so Hard to Change Someone’s Political Beliefs.” Vox, 23
Jan. 2017, www.vox.com/science-and-health/2016/12/28/14088992/brain-study-change-minds.
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