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2.2
Embracing Contradictions
Submitted by Jack Byrd, Jr. & Shannon Wheatley Hartman
Contradictions can be helpful. They can help us to see complexity and develop flexibility of thought. Most issues (and people) contain contradictions. Instead of being stumped by contradictions, this activity encourages participants to lean into this discomfort and develop a “paradox mindset.”
Learning Goal
Learn how to identify contradictions and frame them in a way that embraces complexity and encourages flexible thinking.
Instructions
Set Up: Prepare for the Activity
Organize participants into pairs or small groups (3-5 ppl).
Share the Contradiction Template as a hand out or invite participants to draw this chart on a piece of paper.
Before beginning this activity, play the following clip from the movie Catch 22 as an introduction to contradictions.
Begin by introducing the learning goals of this activity.
Step One: Play with Contradictory Statements (10 min)
Invite participants to discuss the following statements:
You have to spend money to make money.
You have to be cruel to be kind.
Don’t get in the water until you learn to swim.
This sentence is a lie.
Can you promise not to make any more promises?
I’m a compulsive liar.
Each sentence is a paradox or contains some sort of contradiction.
Invite participants to discuss how they make sense of these contradictions.
How do you feel when confronted by contradictions? Energized? Stumped? How do you reconcile these opposing ideas?
Step Two: Reflect on Personal Contradictions (20 min)
Next, encourage participants to think about internal or personal contradictions.
Using the Contradiction Template, invite each participant to generate their own list of contradictions.
Ask them to share these lists with their partner or group.
Discuss: How is it possible for us to contain these contradictions? What does this tell us about ourselves?
Step Three: Discuss Contradictions in Policy (20 min)
In pairs or small groups, explore one of the following topics. Discuss policies related to this topic and how they may seem contradictory or even a paradox, depending on how you think about the topic:
Affirmative action
Policing
National security
Disability
Environmentalism
Welfare
Gun Control
Step Four: Debrief as a Full Group (10 min)
After thinking about contradictions from three different levels (statements, personal, policy), discuss:
What have you learned about contradictions?
How might contradictions or paradoxes help you to see issues in a new way?
How might paradoxes help you to question assumptions?
TIME
50
min
MODULE
Creative Collaboration
This activity can be completed by any discussion group.
This activity can be easily modified for asynchronous learning. See Sample Asynchronous Certificate Program Design to illustrate sample sequencing.
This activity is suitable for professional or more formal learning environments.
This activity can be used to build trust and interpersonal connection.
Tell us what you think. Rate and review this activity:
Have any helpful suggestions or modifications for this activity?
Share them in the comments below!
0 Comments
YD
December 3, 2022 at 1:58:08 AM
Activity 4.8 provides useful phrases and techniques, as well as helps participants develop their own, to join in during discussions and express their views according to the goals they choose for themselves on what they want to offer to the discussion and how they want to be perceived.
YD
December 3, 2022 at 1:52:48 AM
Activity 4.7 uses a tactile and fun method, like a bag of beans, to have participants experience what it is like to have different amounts of power in a conversation. This activity also highlights how we base our ideas of how power is distributed on stereotypes.
YD
December 3, 2022 at 1:48:29 AM
Activity 4.6 employs useful tools like the Question Chart to help participants learn how to craft "good questions" that move beyond any assumptions they have about the views of others based on stereotypes or third party descriptions, and unearth their true views on the issue.
YD
December 3, 2022 at 1:45:08 AM
Activity 4.5 uses visual aids like the Emotion Wheel to push participants to move beyond just cognitive empathy and shows how to reflect back the emotions and understand their source through dialogue. It also helps participants differentiate between messages of intentional empathy and problem-solving.
YD
December 3, 2022 at 1:39:46 AM
Activity 4.4 uses both individual written reflection and discussion in small and large groups to explore the which aspects of a person's identity we use to determine if they should be included in the conversation on a particular issue. This activity also give participants to practice explaining and negotiating who is chosen.
YD
December 3, 2022 at 1:33:37 AM
Activity 4.3 uses physical movement and both lighthearted and serious topics to help participants see how positions on different topics lie on a continuum and how positions can change as one is exposed to new information or perspectives. Participants also flex their imaginative and creative muscle by arguing for the position opposite to theirs.
YD
December 3, 2022 at 1:28:28 AM
Activity 4.2 breaks down the individual aspects of active listening into separate rounds/steps to help participants consciously and methodically learn and practice this skill.
YD
December 3, 2022 at 1:25:28 AM
Activity 4.1digs deep into the many facets of social identity, by using drawing, as well as both written silent reflection and verbal discussion in small and large groups.
YD
November 29, 2022 at 6:26:51 AM
Activity 3.8 easily helps visualize the many dimensions of a topic by using the fishbone diagram.
YD
November 29, 2022 at 6:24:44 AM
Activity 3.7 provides useful mind tricks to help practice patience and giving people the benefit of the doubt, thus creating the sense of psychological safety required in collaborative efforts.