Difficult Dialogues: Stem Cell Research

Teachers present controversial topics for classroom discussions

It started as a way to help a student learn how to become a teacher.

Chris Pierre, a doctoral student at the University of Missouri, wanted to incorporate college teaching experience into his biological sciences degree. He sought out Pat Friedrichsen, who teaches both science and science education as a professor in the Division of Biological Sciences and the College of Education.

Together, they formed Stem Cells & Society, a class for non-science majors to explore the intersections of science, law and religion within the context of human embryonic stem cell research. The class’ design encouraged students to develop their own personal positions.

That’s when they hit their first challenge.

“We quickly realized that we were on opposite sides of the stem cell research issue,” Friedrichsen says.

Friedrichsen usually avoided any discussion of controversial issues in her courses. “I would identify an issue as controversial and briefly present both sides, but I avoided any discussion,” she says. “Because of our opposing viewpoints, we struggled to design the course.”

Then, Friedrichsen saw an advertisement for the Difficult Dialogues workshop. She and Pierre enrolled together, hoping the workshop would clarify how they should approach the class.

“It helped us re-conceptualize the course, focusing on how to help students develop and articulate their own viewpoints,” Friedrichsen says.

As they outlined the course using skills they’d learned in Difficult Dialogues, they decided a facilitated discussion was the best way to end the semester.

“We used our contacts from Difficult Dialogues” to organize the final discussion, Pierre says. Through those contacts and with the assistance of the Center on Religion and the Professions, Pierre met with Columbia residents representing several personal and religious philosophies who used those philosophies to inform their position on stem cell research. He explained the goals of the class and final discussion to the residents, and they agreed to join in on the last day of class.

Pierre also contacted other Difficult Dialogues fellows, including his project leader and a coordinator from the MU Law School, Paul Ladehoff. Together, they put together a practice discussion to improve Pierre’s confidence as the session’s facilitator. When the last day of class finally came, Pierre was prepared.

“It was an absolute success,” he says. Practitioners of Daoism, Buddhism, Judaism, Islam, fundamental Christianity, liberal Christianity and Catholicism joined the students in a discussion on stem cell research. Since then, Pierre said he’s received invitations to lead similar discussions from graduate level courses in stem cell biology.

After Difficult Dialogues, an MU program funded by the Ford Foundation, Friedrichsen says she’s embraced discussion in her classroom.

“We were able to see the diversity of opinions within our class, and it became apparent that most issues are multi-faceted. It didn’t take a lot of class time, but the students were more engaged with the topic as a result of the open discussion.”

Pierre agreed, adding that he’s become an advocate for incorporating discussions of controversial topics into his field, developmental biology.

“I have gained strength in my own convictions and an understanding of and appreciation for the opinions of others,” Pierre says. “I no longer avoid conversations about topics of philosophy, religion and ethics.

“Participation in Difficult Dialogues has become embedded in who I am as a teacher and student,” he says.