Consensus Session Guidelines

In the second half of the semester we’ll be holding consensus sessions on whatever issues we’ll be discussing in class. Groups of about 4 students will be responsible for leading these consensus sessions. Your group’s assignment is to figure out the main argument from a specific article, then present that argument to your classmates in class. More specific directions are below:

Preparing for the Consensus Session
First, your group’s job is to understand and evaluate the argument contained in the readings for your issue.

1. Figure out the argument in your assigned article, and convert it into a clear premise/conclusion format.
2. Evaluate the argument as a group. Check each premise, and check the structure.
3. When evaluating, play the back & forth game. That is, consider as many responses to the argument and your criticisms of it as you can think of. Is the argument misguided? Mistaken? Can you revise the argument to overcome the criticisms you come up with?
4. Try to reach a group-wide consensus on your evaluation of the argument.

NOTE: It doesn’t matter which side you end up on! The goal isn’t to say what’s wrong about the argument. Nor do I want you to defend the argument no matter what. The goal is to figure out whether it’s good or bad.

Your group must email me your version of the argument and evaluation of it one week before you’re scheduled to lead a session. I will provide helpful feedback, and make sure you’re on the right track.

Instructions for Running the Consensus Session
During your consensus session, your group’s job is to present your findings regarding the argument to the rest of the class, and lead a class-wide consensus session on each argument. Each group member should present about the same amount. Each session should last about 20-30 minutes.

1. Explain the main point of the reading.
2. Explain the author’s argument in support of this main point. (Explain it slowly and clearly, like you’re teaching it to the class. Point out exactly where each premise in your argument came from in the reading itself.)
3. Briefly explain your group’s evaluation of the author’s argument.
4. Explain how your group came to the conclusion that the argument is good/bad. Discuss the back & forth process you went through to come to your conclusion.
5. Hold a small question and answer round with the rest of class to explain and clarify the argument and your evaluation of it.
6. Run a consensus session (a thumbs up/thumbs down vote) with the rest of class where you evaluate each premise of the argument and the argument’s structure.
7. Go back & forth with every dissenter with the goal of trying to reach a consensus on each vote.