How Chicago Public Schools students develop empathy by writing profiles, research papers, and speeches

In my Chicago high school classroom, two to three times a quarter, students produce writing that can live and breathe outside the classroom. Usually, research papers don’t make the cut. As the 2017 New Yorker article “Why Facts Don’t Change Our Minds” explains, “Providing people with accurate information doesn’t seem to help [to convince them]; they simply discount [the facts that go against their preconceived notions]. Appealing to their emotions may work better, but doing so is obviously antithetical to the goal of promoting sound science.”

Was there a way research could become an opportunity to balance emotions with logic?

Read how I found an answer on the Heinemann Publishing Medium page by clicking here.

 

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