Let’s make the university a safe space to discuss sensitive topics

We live in a divisive world – so why aren’t we debating the sensitive issues at the heart of our culture today in our university classrooms?

One answer is that many teachers feel they cannot manage the conversation. As soon as a sensitive topic emerges, either the class is divided, prompting an escalation that is difficult to stop, or, worse still, the entire class confronts the teacher, who ends up in a defensive position. Inspiring reflection is not easy to do from this position.

We can share our experience in the field of comprehensive sex education, which involves the multidimensionality of sexuality and its biological, psychological, spiritual, relational, social, cultural, ethical aspects, within the framework of a graduated university diploma. Argentina is one of the first countries in Latin America to have a public policy that promotes mandatory comprehensive sex education in schools, from kindergarten through to the final year of high school. This has led to a public discussion about sexuality that has reached the classroom and changed the dynamics of educational communication due to the tensions inherent in sensitive topics.

Some of the topics that are covered by this sensitive conversation dynamic are: toxic relationships, pornography, gender, abortion, family planning and surrogacy. These are topics that raise the temperature in the classroom; among students there are different positions, beliefs and biographies, and frequently teachers feel they lack the tools to address these topics with educational impact. In our research, we have heard on many occasions that they prefer to avoid these topics rather than risk making a mistake and putting their job on the line. 

These tensions are marked by opposing positions, a growing ideological and emotional polarisation, as well as by the speeches and actions of various identity-based activist groups, especially active on social media. There is not always consensus on issues deeply linked to personal values, which are an essential part of sex education. 

• Talking about taboos: how to create an open atmosphere for discussing difficult subjects
• Give students the tools to judge difficult materials in context
• It’s been emotional: how to manage difficult student interactions

The way students debate is also changing. We’ve moved from “I disagree” to “I feel offended”. While “I disagree” is an invitation to continue to deepen the arguments, “I feel offended” cancels the conversation.

In a climate like this, it’s more risky to discuss sensitive topics and, as a result, teachers will avoid discussing topics that may generate debate or confront entrenched ideas. In the case of comprehensive sex education, this will make learning superficial and fail to address individual and social concerns in depth, or promote new ideas.

In this context, we developed nine goals of dialogue: 

Express ideas and listen to each other respectfully, without being judged or attacked: learn to engage in dialogue and live together.

When exchanging ideas with others, analyse whether your peers’ thoughts have solid foundations and what they are: become aware of our positions.

After studying the topics, identify which of the previous ideas didn’t have solid foundations and which did: acquire critical thinking.

Learn to listen to other people in a respectful manner, without judging or attacking: develop attentive and intelligent listening.

Acquire the ability to live with people who think differently and learn the importance of living together: seek friendly disagreement.

Recognise that study, analysis, information and reflection are necessary so that one’s own thoughts can grow, change or consolidate: mature our ideas and positions.

Try together, through dialogue and constructive and calm participation, to better understand the different topics that are raised: learn by collaborating with others.

Identify, based on the different arguments and analyses, concrete actions that can be put into practice to live better: acquire healthy habits.

Build a culture of peace, equality and solidarity: strengthen community commitment for the common good.

To be able to engage in dialogue and generate meaningful conversations oriented towards critical thinking and respectful of pluralism, we suggest seven attitudes:

1. Prioritise an in-depth study of the topics and nuances. When we approach sensitive issues too broadly, looking at multiple nuances and values, controversies arise. The complexity of the topics requires that we refine our analyses.
2. Maintain a strong commitment to the pursuit of truth, inherent to the university spirit, which leads us not to remain entrenched in a position already established, but to always continue researching, finding new ways and new evidence.
3. Strive to stay up-to-date. It’s not enough to have studied these topics years ago: the social dynamics surrounding these topics drive constant updating in order to understand social changes and social sensitivity.
4. We need to be clear about our position on the issues, following the internal reasoning process we require of our students.
5. We must avoid polarising or radicalising our own thinking and keep in mind that pluralistic societies are characterised by a plurality of opinions.
6. We must value those who truly disagree with us, understanding that people’s hearts and lives are not the place for social debates. Every person matters. It’s about debating ideas, without attacking individuals.
7. It is essential to learn strategies to transform complex and sensitive conversations into productive ones, with a logic distinct from that of consensus or partial consensus conversations.

In a polarised public environment dominated by activists and emotions, we in academia can provide an alternative. 

The university has the ability to instil, in the thousands of people who pass through its classrooms, a calm dialogue that allows us to debate the great questions of people’s lives and societies; a scientific basis that transcends opinions and immerses us in the search for truth; critical thinking that allows us to overcome activism and radicalisation; a reflection on values ​​that makes the world a more humane and supportive place.

University campuses could be the perfect place to promote these objectives, instilling the skills for calm dialogue and scientific distance into the thousands of people who pass through its classrooms. We have the opportunity to make the world a more enabling, inclusive and friendly place – let’s take it.

Carolina Sanchez Agostini is professor of human behaviour at the IAE Business School and Juan Pablo Cannata is professor at the Graduate School of Communication, both at Universidad Austral.

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