Assessing the Role of Debate-Centered Pedagogies in Promoting Tolerance in Higher Education
DOI:
https://doi.org/10.55737/qjssh.711874555Keywords:
Teacher-Centered Approach, Student-Centered Approach, Debate, Dialogue, Discussion, ToleranceAbstract
The study aimed to highlight the power of dialogue in uncovering the connection between classroom debate, discussion, and tolerance among students. The study was conducted at the University of Peshawar, focusing on undergraduate students from all academic faculties. The researchers utilized a triangulation method to analyze both qualitative and quantitative data. For quantitative data, the researchers used an interpersonal tolerance scale that was already available. This scale measured the level of tolerance among the students. On the other hand, qualitative data was collected through ten Focus Group Discussions (FGDs) with the same group of students. The FGDs allowed for in-depth exploration of various themes related to the learning process, including students' emotional expression, seating arrangement, connectivity, creativity, acceptability, tolerance, confidence-building, the urge for reasoning, curiosity, self-satisfaction, dispute settlement, and communication skills. The findings of the study indicate that in the teacher-centered approach to the learning process adopted by the university, students are not encouraged to participate in discussions and debates, both in general and on sensitive issues. This lack of participation hinders the development of tolerance among students. The study suggests that fostering an environment that promotes dialogue, debate, and discussion is crucial for cultivating tolerance among students.
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