Fostering multiperspectivity through philosophical dialogue about controversial issues in the classroom

Different worldviews and opinions converge in the classroom, sometimes leading to tensions about controversial topics. Many teachers either avoid such discussions or feel uncertain about handling them. Philosophical dialogue is a way to facilitate discussions, shifting the focus from judgement to in-depth reflection. Generally, teachers aim for students to obtain the ability to grasp multiple perspectives, especially regarding controversial topics. This study examines teachers’ perceptions of the impact of philosophical dialogue on teachers’ approaches regarding controversial issues and students’ multiperspectivity. Through Educational Design Research, we developed a philosophical dialogue method which was tested by Flemish teachers. Data were collected through 78 questionnaires and ten interviews. During the philosophical dialogue, teachers allow different students’ perspectives to surface by adopting a facilitator role, but differ in how far they express favouring one particular perspective. Training and structured philosophical exercises support teachers in this facilitating role. Moreover, teachers reported that philosophical dialogue fosters students’ multiperspectivity in a gradual manner.