Prof Umesh Ramnarain is a professor in Science Education at the University of Johannesburg. Dr Lehesvuori is a senior lecturer in the centre for multilingual academic communication at the University of Jyväskylä, Finland. Kelly is a professor in department of educational foundations, organisations and policy at University of Pittsburgh, United States.
They recently published an opinion article that first appeared in the Sowetan Live on 17 October 2024.
Learning science is one of the ways to inculcate responsible talk in learners.
The print and electronic media are powerful mechanisms to communicate large amounts of information to millions of people within a short time.
Covid-19 might be the forgotten pandemic now but throughout its devastating impact, the media were effectively used to create awareness of safety protocols to counter the virus and educate the public on the need to get vaccinated. The media played a key role in disseminating crucial information to the public.
However, memories linger on about how the period of the pandemic abounded with incredible untruths. Irresponsible talk, especially from politicians spreading misinformation and disinformation, created panic and undermined efforts to control the spread of the disease.
Sharing false information, sowing conspiracy theories, or making baseless claims led to confusion, making it difficult for people to make informed decisions about their health and safety. The initial lack of preparedness among health authorities created a fertile ground for conspiracy theories to flourish.
Conspiracy theories often emerge during times of uncertainty such as during the pandemic and the heightening geopolitical tensions, as seen in the Middle East and elsewhere. They are typically based on unfounded claims and speculative thinking, attributing the cause or spread of the disease to secretive and malicious forces. Conspiracy theories thrive on fear and uncertainty, exacerbating anxiety and distress among individuals.
The irresponsible talk by public figures has heightened the need to educate youth on how to recognise irresponsible talk. Responsible talk is the opposite of irresponsible talk. Responsible talk manifests through reasoned argumentation.
However, making solid scientific, evidence-based and reasoned arguments is not easy. Thus, it should be explicitly practised from primary school to higher education. Responsible talk is a fundamental part of science where the credibility of scientific knowledge is established through a rigorous process of critical review by independent experts in the field. So, the learning of science, in particular, presents a great opportunity to inculcate responsible talk in learners. However, other school subjects also present opportunities.
A key aspect of responsible talk is argumentation. It encourages individuals to critically evaluate their claims and those of others, enhancing their ability to discern credible information and resist being swayed by falsehoods propagated by public figures with personal agendas.
A fundamental aspect of argumentation is the acceptance of diverse viewpoints. It teaches students to engage in respectful disagreements, focusing on the issues rather than personal attacks. This approach encourages constructive challenges to differing ideas without being dismissive or confrontational.
Teachers can adopt various approaches in the classrooms to inculcate responsible talk. Teachers should act as role models by consistently demonstrating respectful and responsible communication.
They can show students how to express their thoughts and opinions in a considerate and constructive manner. At times responsible talk requires structure, so the teacher should set clear guidelines and expectations for responsible talk in the classroom.
In scientific discourse, claims, evidence, and reasoning is a framework used to promote critical thinking and argumentation skills among students and can be adapted to provide structure for responsible talk. This encourages learners to construct scientific explanations and engage in scientific discourse by clearly articulating their claims, supporting them with evidence and providing reasoning that connects the evidence to the claims.
A school example of teaching responsibility could be a teacher discussing climate change as a critical societal issue that affects all aspects of our lives. The topic presents a significant opportunity for teachers to teach about responsible and irresponsible talk in the classroom.
This is primarily due to the contentious nature of climate change discussions, which often involve scientific facts, personal beliefs, and political ideologies. By engaging students in conversations about climate change, educators can highlight the importance of responsible discourse, critical thinking and respectful dialogue, while addressing the pitfalls of misinformation and irresponsible talk.
Covid-19 has highlighted the severe consequences of disinformation and conspiracy theories, particularly through social media and digital networks. As we move forward, it is essential to explore ways to enhance the resilience and renewal of future citizens in a post-pandemic world.
We believe that fostering responsible talk in the classroom can contribute to building a more resilient, inclusive, and sustainable society.
The lessons learnt from the pandemic underscore the importance of teaching responsible communication. By equipping students with the skills to engage in thoughtful, evidence-based discussions, we can help them navigate the complexities of information in today’s world and contribute positively to society.
*The views expressed in this article are that of the author/s and do not necessarily reflect that of the University of Johannesburg.
