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What Should We Do? Inviting New Groups of Students into Theory through Action
Unformatted Document Text:  developed their own perspective on action and, therefore, encountered our readings as potential answers in an ongoing discussion. The centrality of questions in this course also emphasized the responsibility of the student as a learner; in generating their own questions, they created their own theoretical agenda and slowly constructed their own theory of political action. It is possible to invite students who show initial signs of theory resistance into the study of political thought. As in all disciplines, teachers of political theory must consider different types of learning as well as students’ habits and inclinations. Inviting students into political theory by asking a generative question such as What should we do? that addresses the student as a potential theorist and provides a point of access to a variety of texts over the course of the semester may sway even the most fact-anxious student to engage the texts. 23

Authors: Haddad, Khristina.
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developed their own perspective on action and, therefore, encountered our readings as
potential answers in an ongoing discussion. The centrality of questions in this course
also emphasized the responsibility of the student as a learner; in generating their own
questions, they created their own theoretical agenda and slowly constructed their own
theory of political action.
It is possible to invite students who show initial signs of theory resistance into the
study of political thought. As in all disciplines, teachers of political theory must consider
different types of learning as well as students’ habits and inclinations. Inviting students
into political theory by asking a generative question such as What should we do? that
addresses the student as a potential theorist and provides a point of access to a variety of
texts over the course of the semester may sway even the most fact-anxious student to
engage the texts.
23


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