How many times have we all heard the phrase, “Be reasonable!”?
This is, of course, one of the goals for teaching children and so, thinking about how we teach reason, or the act of being reasonable, will go a long way in accomplishing this oft-wished for outcome. Reasoning is derived through the interplay of different areas of the brain. First, we must process the visual, auditory or other sensory cues which produce the information we must be reasonable about. Next, this information will process through memory and emotional centres of the brain. This is likely the source of our inability to “be reasonable.”
Our memories affect our ability to learn. Positive memories can influence successful learning and negative memories can have the opposite effect. Strong, stark, funny and emotional memories are useful in enhancing learning, but such techniques must be well thought out to be effective. The goal is to avoid associating negative experiences or memories with the learning process. In the event that a child feels negative about a subject, understanding the source of that feeling, and strategizing ways to overcome it can be quite beneficial.
Our emotional centre is activated by the process of memory formation and recall, and so attempts to elicit emotion in learning situations can have positive or negative outcomes. Teaching students a lesson that imparts a profound emotion – one that ranges toward a universal understanding – can be highly effective; however with students’ diverse backgrounds care must be given to the choice of topics used to access this. For instance, a unit on war or urban violence can raise memories of a violence that a student is aware of and may have been effected by. The handling of teachable moments involving difficult issues should certainly not be avoided, but proper introduction and vetting of an issue is essential if it is to be used in a classroom.
And so, once memory and emotion is well-considered, how do we teach reason? The first method is in the asking and complete answering of questions. The important word here is “because.” If a student expresses a thought, make sure that each and every time it is followed by their “because” rationale. This allows for the expansion of the discussion and in-depth analysis can begin. This brings about the process of reasoning – looking at the pros and cons as you and others see it.
Another strategy for teaching reason is having students explain a thought that they do not agree with. This really expands the potential for reasonable discourse, because the student must get into the shoes of “another” and explain why they may hold their beliefs. Understanding through reason is achieved through such an exercise. It may also help a student give more time to understanding the reasoning of others.
Finally, challenge your children and students. If they state an idea, belief or wish, maintain the conversation and ask questions about the possibilities of what they could do with their ideas. Returning to the idea at different times and within different contexts can bring out broader awareness of the reasons for the idea or belief and offers an excellent basis for reflection.
Reason is important to students. They want to understand why they must learn things, what purpose it will serve them and then will ask scores of other questions in a day. Providing answers with reasons is always the first step in teaching the very practical art of “being reasonable.”
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