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Topic Social

Learning II:

The Role-playing
Model and
Jurisprudential
Inquiry Model

LEARNING OUTCOMES
By the end of this topic, you should be able
to: 1." State the benefits of role-playing;
2." Identify the strengths of role-playing and jurisprudential inquiry
models in terms of enhancing learners interpersonal skills; and
3." Analyse the phases and apply these phases appropriately in
classroom practice.

"

INTRODUCTION

In Topic 2, you have looked at group investigation. In this topic, you will explore
two other models pertaining to the social family of models. The models are as
shown in Figure 3.1.

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SOCIAL LEARNING II: THE ROLE-PLAYING MODEL AND

JURISPRUDENTIAL INQUIRY MODEL

Figure 3.1: Two social family models

As in the previous topic, each model will be elaborated based on its specific
features, the syntax (phases), which refers to the structure of the model, the
social system, which refers to the teaching and learning climate and the teaching
role, which refers to the roles played by teachers. In addition, you will be shown
some teaching and learning activities using the stipulated models.

3.1

OVERVIEW OF ROLE-PLAYING AS AN
INSTRUCTIONAL TOOL

Role-playing is a crucial component in promoting social interaction.


Role-playing attempts to help individuals seek personal meaning within
their social worlds and resolve personal dilemmas with the assistance of the
social groups.
Joyce (2009)
Role-playing provides a good opportunity for learners to explore the types of
personal or interpersonal dilemmas and seek out democratic and appropriate
ways to resolve these dilemmas.

ACTIVITY 3.1
Have you experienced role-playing in your classroom? What benefits
did you gain from the activity? What were the challenges you faced?

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THE ROLE-PLAYING MODEL AND
JURISPRUDENTIAL INQUIRY MODEL

3.1.1

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What is Role-playing?

Role-playing involves an acting out of a situation, context or condition in


which each member plays a crucial part.
The interactions produced by the members in the groups can be:
(a)" Structured; or
(b)" Unstructured.
Scripts can be provided and members are required to perform based on the
scripts (structured). On the other hand, a context can be given in which the
members are required to respond spontaneously and independently
(unstructured).
Role-playing basically involves learners dealing with a specific issue or problem
which is discussed via a group. The main aspect of role-playing is to assist and
guide the learner to express his or her feelings and opinions on a certain issue.

3.2

BENEFITS OF ROLE-PLAYING

Figure 3.2 illustrates the four benefits of role-playing and its brief explanation will
be discussed.

Figure 3.2: Four benefits of role-playing

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(a)" Experience based learning


Role-playing provides an opportunity for learners to experience situations
that can help them become more sensitive and aware to social issues and
norms. The learners will be able to interact and exchange ideas with each
other. In addition, the reactions from the other participants in the roleplaying activity would help raise the learners awareness of the social
routines and beliefs. This will eventually help enrich their storehouse of
experience and knowledge.
(b)" Release of emotions
Role-playing allows the learners to release their emotions and express their
feelings through the enactment activities. Learners are able to apply the
experiences gained to relate to their own personal dilemmas and issues.
Role-playing then becomes a tool in which the learners can connect to their
personal feelings and emotions.
(c)" Formation of ideas and new knowledge
Role-play provides learners with added knowledge pertaining to a specific
event or enactment. When learners participate in a particular enactment,
they observe and gather ideas from the other participants. Different
perspectives generated through the enactment help widen the knowledge
base of the learners.
(d)" Revisit of beliefs and values
Learners have the opportunity to re-look at the beliefs and value systems.
At times, the learners experience a situation in which they may unlearn or
relearn certain aspects pertaining to their world view.

ACTIVITY 3.2
Discuss other benefits of using role-playing in the classroom. Pay
particular attention to how it enhances learning.

3.3

USING ROLE-PLAYING IN THE CLASSROOM

Role-playing can be an effective teaching learning tool in stimulating deep


thinking and exchange of ideas amongst learners.

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3.3.1

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The Key Concepts in Role-playing

Figure 3.3: Three key concepts of role-playing

When using role-playing, one needs to consider the following three key concepts
(refer to Figure 3.3):
(a)" Problem Stories
Problem stories are a collection of stories that end with a dilemma. Shaftel
(1967)

These forms of problem stories have two main benefits:


(i)" They focus on a particular problem which the learners are familiar with;
and
(ii)" The problem stories are easily dramatised: The problem can
encompass interpersonal conflicts or social dilemmas that will further
enhance the social development and interpersonal skills of the
learners.
(b)" Enactment
Enactment is a dramatisation of the problem stories.
The learners in their group act out the problem by presenting the
problem through actions and dialogues. The focus here is that the learners
are given the opportunity to dramatise and express their feelings pertaining
to a specific issue. The enactment is not to be regarded as a play
performance or a drama activity.
It has another function, which is to help learners unravel the problem using
dramatisation and ultimately gain understanding on the intended learning
outcome of the issue concerned.

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(c)" Analysis
This aspect is most crucial in determining the quality of learning. During
the analysis activity, learners give and share ideas pertaining to the
enactments. The analysis will be based on what the learners observe in their
partners 'or peers' reactions to the particular issue. The analysis involves
examining reactions and responses, which will be discussed to seek
solutions to the problem or issue concerned.

3.3.2

The Model of Teaching

The model of teaching includes syntax, social system and teaching role as
follows.
(a)" Syntax (Phases)
Role playing involves nine phases.
The nine phases start with a warm-up session that comprise problem
identification, followed by selecting and setting the problem enactment and
finally, a thorough discussion on issue concerned.
Table 3.1 illustrates the nine phases in role-playing. The stages are
systematically organised to allow the learners to experience learning
through dramatisation and exchange of ideas.
Table 3.1: Nine Phases in Role-playing
Phase

Description

One

Warm up the group

Two

Select participants

Three

Set the stage

Four

Prepare the observers

Five

Enact

Six

Discuss and evaluate

Seven

Re-enact

Eight

Discuss and evaluate

Nine

Share experience and generalise

Source: Shaftel & Shaftel (1967)


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(i)" The first phase involves an initiation into the activity itself. The teacher
and the learners explore the problem stories. At this stage, the
problem is introduced and explored. The procedure and features of
role-playing are also explained briefly;
(ii)" The second stage is another important stage in which the learners are
given roles to play. Before they set off into their task of dramatising
their roles, the learners analyse the roles to reach a better
understanding of the issue;
(iii)" The third stage looks into the setting of the stage in which further
discussion is carried out on the manner in which the enactment will be
staged. Learners are given the opportunity to restate the stipulated
roles. This stage helps the learners to explore in depth the problem or
issues concerned;
(iv)" The fourth stage is focused on the observers. Observers in a roleplaying activity have a crucial task. They are required to identify
aspects during the enactment that need to be observed. In addition, in
stage four, the observation task is clearly delineated;
(v)" The fifth phase is the practical stage in which the role-playing is carried
out. Members in the group enact the roles and observers take notes.
(vi)" The sixth stage emphasises the elements of discussion and evaluation.
Learners, with the help of the teacher, will review the actions of the roleplaying and discuss main issues pertaining to the activity. Based on the
outcome of the discussion, the members will then plan for the next
enactment. The second enactment will be based on the proposed
changes to behaviour or reactions pertaining to a particular issue;

(vii)" The seventh stage is the re-enactment phase. Roles are revised, new
steps or alternative suggestions are carried out to address the issue
concerned in the problem;
(viii)"In the eighth stage, the learners once again discuss and evaluate the
reactions of the members; and
(ix)" The final stage involves sharing of experiences and consolidating
knowledge gained from the activity above. At this stage, the learners
relate the issue to real life situations. They further explore possible
and appropriate ways in addressing the problems.
(b)" Social System
The social system refers to teaching-learning climate whereby the
relationship and level of autonomy of student as well as the involvement of
the teacher is discussed and analysed. In the context of the role-playing
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model, the students have an active role in attaining learning. The learner is
actively involved in the learning process where learners work with one
another, sharing and discussing ideas and observations.
As stipulated in the social learning family, role-playing helps the learners
explore the human relation problems and eventually enhance their critical
thinking and problem solving strategies.
(c)" Teaching Role
This aspect looks into the role of the teacher in teaching-learning context.
As stated by Joyce (2009), the teacher must adhere to the following
principles:
(i)"

Teacher should be non-evaluative

Teacher should accept learners responses and reactions without


placing any form of judgement. Teacher taking on a receptive
approach would eventually encourage learners to express their
opinions freely.
(ii)" Teacher should provide avenues to explore learning
Teacher here should help learners look at various angles of learning.
Divergent thinking is encouraged in terms of learners should be able
to use the learning experience to explore different perspectives to
solve a particular problem.
(iii)" Teacher should effectively synthesise and consolidate learning
Learners throughout the process of role-playing would have provided
extensive responses and reactions in which some of these responses
could have influenced learning. The teacher helps learners to
synthesise ideas from various angles or perspectives.

3.3.3

Criteria in Selecting Problem Stories

Problem stories are pivotal components in generating effective learning.


Hence, emphasis must be given on selection of problem stories when planning
role-playing activities.
There are several types of problem stories that can be explored in the classroom.
Based on Joyce (2009), the problems can take the following forms:

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(a)" Interpersonal conflicts


Interpersonal conflicts delve on issues related to two people. An
interpersonal conflict could be based, for example, on a misunderstanding
between two best friends.
(b)" Intergroup relations
They explore concerns related to diversity and differences of outlook
between two groups or more. One example would be the conflict faced by
two groups of learners in a classroom. The first group is considered in the
high achiever category whereas the other group is labelled as slow learners.
The differences in their academic performance can lead to jealousy and ill
feelings amongst the class members.
(c)" Individual dilemmas
Individual dilemmas are more personal in nature. They focus on specific
issues related to an individual in which the individual is experiencing selfconflicts related to low self-esteem and other personality issues. In addition,
individual dilemmas can arise when the individual is facing contrasting
values or beliefs system from family or friends. The young learner would
not be able to make a value judgement based on the contrasting values due
to lack of experience and maturity.
(d)" Historical or contemporary problems
They are more global in nature. They deal with issues related to society in
general. One example of a contemporary problem would be the impact of
technology on human relationships.
Each problem area explored during the role-playing has a significant influence on
learning. The problem selected is not necessarily confined to the subject matter
as it allows learners to diversify and seek other alternatives to overcome the
concerns. Hence, one should ensure each role-playing or enactment has a focus
in which the teacher should optimise.

ACTIVITY 3.3
What are the commonalitites found in the types of problem stories?

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3.3.4

Sample Activities Using Role-playing

Further elaboration is provided based on the following phases.


(a)" Phase One: Warm Up the Group
Teacher introduces the following problem story to the learners.
Example of Problem Story 1

Dylan and Johnny are cousins. They are both 13 years old. They study at
the same school. One day Dylan saw Johnny hitting a younger boy at the
school. When Dylan confronted Johnny about the incident, Johnny
pushed Dylan aside and told him not to interfere.
Dylan felt disturbed and wanted to inform his parents about Johnny. At the
same time, Dylan knew that Johnnys parents are very strict and would
most probably reprimand Johnny severely.
Dylan is in a dilemma. What can he do to help his cousin?
Based on Problem Story 1, the teacher would start the discussion by asking
questions pertaining to the story. A further description or clarification of the
issue is carried out. Teacher could also explain specific terms of meanings
or difficult words.
(b)" Phase Two: Select the Participants
The teacher discusses with the learners on the selection of roles. The roles
are decided based on the given context. The teacher must ensure that the
roles are given specifically to group members who are willing to play the
roles as stipulated in the task.
The experience would be more meaningful when the learners are given the
choice to choose their roles. This will reduce anxiety among them and at the
same time increase active participation during the role-playing activity.
(c)" Phase Three: Set the Stage
The activity mentioned does not require extensive stagecraft similar to play
production context. Setting the stage here focuses more on the learners
outlining the scene. The learners do not prepare any scripts. They only
generate a general line of action in which this becomes a guide to frame
and move the scene of action.
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The teacher here can pose questions pertaining to the enactment, for
example, Where is this scene taking place?, What time does this
incident take place?, etc.
Minimal props can be prepared. For example, using materials from the
classroom such as chairs, tables, books and so on.
(d)" Phase Four: Prepare the Observers
In phase four, the focus would be on the observers. The observers are
assigned to scrutinise aspects of the role playing so that the entire class
can later examine and analyse it.
The observers take on active roles in evaluating the effectiveness of the
role-playing, the behaviour and actions of the players as well as defining
the ways of thinking and feelings of the players.
Shaftel & Shaftel (1967)
In order to achieve this, each observer will be assigned tasks to ensure that
the data above is gathered for further discussion. The observers are crucial
as they can help generate meaning on the role-playing activity. The
observers can select a particular enactment and analyse the feelings and
actions of the players. They could explore the various alternative ways in
which a player could have presented the role in the play.
At this point, the teacher helps by providing the observers with prompt
questions like As you watch the role-playing, how does Dylan try to solve
the problem?, Do you think Dylans problem can happen in real life?
and What would you do if you were Dylan?
(e)" Phase Five: Enact
This phase is where the learners perform their roles. It is spontaneous, each
learner or participant responds based on one anothers response and actions.
The performance is not structured or scripted in any manner. The main aim of
enacting the play is to identify the desired behaviour established, the
characters are developed and a behavioural skill is practised.
According to Shaftel (1967), the performance is to be short. There may be
instances where the teachers would need to re-enact the scene to clarify
misunderstanding of the issues raised during the role-playing activity. For
example, in the example given, Dylan could choose to not to tell Johnnys
parents. Based on the action, discussion can be generated on the reasons
or major roles changed to create variety or different angles to the situation.
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(f)"

Phase Six: Discuss and Evaluate

In this phase, the observers and participants will begin evaluating the
presentation and discussing the various interpretations, actions and
responses of the participants. Discussion may evolve on how a particular
role should be carried out or what a particular participant should have done
in the role-playing.
The teacher here functions as a moderator, providing thinking questions to
both observers and participants. Teacher can pose questions such as Did
you agree with Dylans action on not informing Johnnys parents?, Why
do you think he reacted in that manner? and Do you think that is the best
way to solve the problem? Other participants can respond to the
questions. The discussion generated will later develop into the next phase,
which is the re-enactment.
(g)" Phase Seven: Re-enact
The re-enactment can take place many times. Teacher together with the
students will exchange ideas and interpretations based on the previous
discussions and generate new angles for the designated roles. For example, in
the first enactment, Dylan decides not to inform Johnnys parents. However,
for the second enactment, there may be a variation in which Dylan will inform
Johnnys parents about their sons misbehaviour. This revelation can result in
changes and reactions from the other characters.
There may be other views, for instance, Dylan informing the discipline
teacher or Dylan speaking to one of Johnnys good friends. The various
stances taken by participants or learners help the learners to develop their
problem solving skills as well as explore the diversity in human behaviour
and characteristics. At the same time, they are also able to examine the
roles of each member, for example, family member, friend, teacher and
parents. The awareness that the learners gain from phase seven will help
them in their phase eight.
(h)" Phase Eight: Discuss and Evaluate
In this phase, the teacher will explore and discuss in greater detail the
issues in phase seven. This is again an important stage that conceptualises
the knowledge and experiences gained throughout the phases.
(i)"

Phase Nine: Share Experience and Generalise

The main aim of this activity is to enable the learners to relate problem stories
that are familiar to them. They need to gain further insight on how these
problems can be explored and solved. Through the enactment and re-

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enactments, learners are able to articulate their own personal conflict or


problems, thus creating an active and responsive learning society.

3.3.5

Instructional and Nurturant Effects in the Roleplaying Model

The role-playing model provides opportunities for the learners to develop their
interpersonal skills.
As stated by Joyce (2009), role-playing helps learners in the following aspects:
(a)" Develop skills to analyse personal values and behaviour;
(b)" Develop strategies for problem solving especially in the area of interpersonal
or even personal conflicts; and
(c)" Develop empathy for others.
The abovementioned instructional and nurturant effects seen through the
implementation of the role-playing model mould and develop learners to become
better learners. The role-playing activity enables the learners to hone their skills
in analysing personal and behaviour. When these learners participate in role
playing, they gain awareness of their personal beliefs and prejudices that may
have influenced their actions or behaviour during the activity. This awareness is
indeed significant to help these learners to develop into better and matured
individuals.
The role-playing activity also provides opportunities for the learners to develop
strategies for problem solving. This is especially evident when they are facing
interpersonal or personal conflicts. Through the exploration and discussion of the
problem stories, these learners will be trained to seek solutions to a specific
concern highlighted in the role-playing.
The role- playing activities in accordance to the principles of the social family are
aimed at developing learners who have empathy for others. One of the goals of
the role-playing activities is to help learners become sensitive to predicaments of
others and eventually become compassionate individuals in society. This can be
achieved when the learners listen and respond to one another during the roleplaying activities.
The teacher needs to ensure that the learning activities promote empathy and
help the learners to analyse their personal behaviours and values systems. In
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addition, the learning activities should help the learners to devise problem-solving
strategies when encountering an interpersonal based conflict.
The learning activities would eventually mould and nurture learners to become
more expressive as well as skilful in the areas of negotiation and problem solving.

SELF-CHECK 3.1
What are the phases involved in the role-playing model?

3.4

OVERVIEW OF THE JURISPRUDENTIAL


INQUIRY MODEL

The jurisprudential inquiry model was created by Donald Oliver and James
P. Shaver with the purpose of helping students to think systematically in
addressing contemporary issues.
Joyce et al. (2009)

The jurisprudential inquiry model takes on a more global approach whereby the
learners are required to have critical and substantiated views on areas related to
legal, ethics as well as social issues.
This model draws on a few assumptions:
(a)" The social values raised in the discussion during the inquiry are legitimate;
however, they may conflict one another. This is due to the different personal
values systems within particular societies;
(b)" Resolving the differences through negotiations and discussions are among
the ways in which learners are able to solve or seek resolution to complex
issues; and
(c)" The third assumption highlights the role of the learner in the jurisprudential
inquiry learning process. The learner is regarded as a skilful judge and
able to analyse both sides of the arguments and assess the evidence
available to make appropriate and well-informed decisions.

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3.4.1

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Using Jurisprudential Inquiry with Learners

Using jurisprudential inquiry with learners involves high level of thinking on


complex issues pertaining to social, ethics, political and others.
Hence, the participants of this inquiry model, that is, the learners, would need to
possess the following skills:
(a)" Familiar with the value framework;
(b)" Able to clarify and resolve issues; and
(c)" Knowledgeable in contemporary political and public issues.
The following will illustrate the value framework.
According to Oliver (1995), there are three types of problems as shown in Table 3.2.
Table 3.2: Three Types of Problems
Problem
Value problem

Description
Involves clarifying the values or legal principles in conflict and
making a choice between them.

Factual problem Looks into exploring facts related to a conflict


Definitional
problem

Which explores controversial issues that analyse the meanings of


the words used or the words used to describe a particular conflict.

Now let us look at an example for each type of problem.


(a)" Value problem: The conflict explores the decisions or choices to be made
pertaining to the issue of abortion. The victim is a young unmarried girl,
sexually assaulted and hence, becoming pregnant. The conflict is, the
young pregnant victim is not able to cope emotionally and mentally with the
notion of having the unwanted child. She wants to resort to abortion. At the
same time, there are legal issues pertaining to killing an unborn child. How
does one resolve the above conflict?
(b)" Factual problem: The conflict raised here involves a wife seeking alimony
from her soon-to-be divorced husband. She claims her millionaire husband
amassed the wealth whilst still married to her and hence, she has the legal
right to obtain a certain percentage of the wealth accumulated during their
marriage. To resolve this conflict, facts pertaining to the legality of their
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marriage (marriage certificate), total income as well as expenditure of the


couple must be scrutinised to seek a resolution.
(c)" Definitional problem: The term total freedom or freedom of expression
can be viewed through many angles. How does one define total
freedom or freedom of expression? The definition of these terms may
vary from one country or one culture to the other.
At times, arguments can centre on definitional, value and factual problems.
Certain issues are complex in nature whereby the learners, during the activity,
would need to seek and establish the meaning of the key term discussed and
explore other areas related to the issues.
To ascertain common understanding of the key terms, the learners may need to
resort to the dictionary, through discussions or reading other factual-based
documents to seek clarification and establish meaning.
Sometimes an issue may have more than one value.
The best way to select the dominant value is looking at the degree in which
the value is compromised.
Oliver & Shaver (1966)

To reach an agreement or consensus, at times, the learners or participants of this


approach would need to explore the conflict using the factual approach.

ACTIVITY 3.4
Discuss the significance of each type of problem for learners.

3.4.2

The Model of Teaching

The following illustrates the key areas pertaining to the model of teaching.
(a)" Syntax (Phases)
There are six phases in this model as shown in Table 3.3. The initial phases
starts with the orientation of the case followed by identifying issues and
taking positions. The fourth phase explores stances and patterns of
argumentation, allowing the learners to further clarify and analyse values
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JURISPRUDENTIAL INQUIRY MODEL

within the conflict. The fifth phase refines the positions with the aim of
seeking resolutions and making decisions. The sixth phase, which is the
final stage, will test the factual validity and determine the predicted outcome
of the decisions made.
Table 3.3: Six Phases in Jurisprudential Inquiry
Phase

Description

One

Orientation to the case

Two

Identifying the issue

Three

Taking positions

Four

Exploring the stance(s), patterns of arguments

Five

Refining and qualifying the positions

Six

Testing factual assumptions behind qualified positions


Source: Shaftel & Shaftel (1967)

(i)"

Phase One: Orientation to the Case

In the first phase, the teacher introduces the materials and reviews the
facts pertaining to a case or claim. The teacher here will need to be
clear and knowledgeable in the subject matter to help facilitate the
learners in the subsequent phases. The case can be based on any
one of the aspects in the value framework, for instance, value
problem, definitional problem or factual problem.
(ii)" Phase Two: Identifying Issues
The second phase focuses on identifying issues. The learners play a
major role here where they are required to read and understand the
issue concerned. Next, they would need to synthesise the facts and
select one issue for discussion. During the selection process, the
students would identify values and conflicts presented within the
issue. The phase could also involve the students recognising factual
and definitional questions pertaining to the conflicts.
(iii)" Phase Three: Taking Positions
This is the stage where the students take a position or stance in terms of
the social value or consequences of the decisions. The students are
required to articulate their ideas.
(iv)" Phase Four: Exploring the Stance(s), Patterns of Arguments
Phase four explores the stance(s) or patterns of argumentation with a
purpose of establishing the point in which the value was violated.
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This can be based on a factual approach in which the learner should


refer to documents and factual evidence to support the case.
The students too must present the desirable or undesirable
consequences of the position to further highlight the stance taken.
When defining the patterns of argumentation, the learners must be
able to prioritise one value or the other and demonstrate lack of gross
violation of the second value.
(v)" Phase Five: Refining and Qualifying the Positions
In phase five, the learners refine and further qualify their positions by
stating the reasons and examining the number of similar situations.
This phase helps develop the learners to become more informed of
their positions and be more confident in asserting their positions
made.
(vi)" Phase Six: Testing Factual Assumptions Behind Qualified Positions
The final phase, which is phase six, is based on testing factual
assumptions and determining their relevancy to the claims. The
learners explore the possibility of predicted consequences to ascertain
the factual validity on the claims.

(b)" Social System


The social system refers to the teaching-learning climate, which explores
the relationship and level of autonomy of student as well as the
involvement of the teacher.
The teacher provides guidance at the beginning of the activity and gradually
releases control as the students take over the discussions and the
negotiation process. The learning climate is active and dynamic. The
teacher can function as a point of reference at times when the discussions
reach a confrontational mode. The teacher involved in this approach must
be competent in anticipating students thoughts pertaining to value claims.
The teacher should encourage continuity of thought, enabling the students
to justify and support arguments with substantial evidence.
(c)" Support System
The support system that helps make the jurisprudential inquiry work is the
type and forms of materials. Since the inquiry taken on the case study
analysis mode is based on the value claims, it is expected that the students
should be equipped with adequate materials. The materials must be related
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to the case and help the students draw opinions and support to defend their
case or positions.

3.4.3

Points
to
Consider
Jurisprudential Inquiry

when

Applying

The application of the jurisprudential inquiry model is not necessarily a complex


process if one adheres to the following:
(a)" This jurisprudential inquiry model works well with older students as they are
able to relate and discuss contemporary issues using holistic and global
perspectives. The topics or issues discussed can be challenging for young
learners especially if they lack world knowledge and are not able to support
their ideas using external sources;
(b)" This mode of inquiry can be rather confrontational and may lead to a
negative learning environment. One way to reduce the tension is through
generating small groups in which the groups argue their points and take
time out to re-evaluate their stands or positions pertaining to the claims.
The members in the groups are required to build the strongest possible
case. In the process of discussion, the members are aware that they can
choose a different stance at the end of the discussion; and
(c)" Each conflict or position taken needs time for discussion and analysis.
Teachers should let each case be deliberated on, giving the opportunity for
the learners to accumulate ideas, reflect on the ideas as well as present
their case in a confident and effective manner.
Skills on negotiation and argumentative techniques require time and need
to be taught gradually and naturally. To help the learners acclimatise with
the inquiry model mode, the teacher could provide initially a simple case
with some conflicting but straightforward values. This will enable the
learners to familiarise themselves with the process of gathering data and
using the data to support their arguments.

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TOPIC 3

SOCIAL LEARNING II: THE ROLE-PLAYING MODEL AND

JURISPRUDENTIAL INQUIRY MODEL

ACTIVITY 3.5
1." Elaborate on the roles of the teacher and students when carrying out
the jurisprudential inquiry process.
2." Discuss the importance of each phase (role playing model) in:
(a)" Promoting social and interpersonal skills among learners; and
(b)" Developing the learners interpersonal skills.

3.4.4

Instructional and Nurturant Effects

The jurisprudential inquiry model provides many benefits to learners. Table 3.2
presents the instructional and nurturant effects as stated by Joyce (2009):
Table 3.2: Instructional and Nurturant Effects
Instructional Effects

Nurturant effects

Framework for analysing social issues

Develops empathy or pluralism

The ability to assume role of the other

Gains facts about social problems

Competence in social dialogue

Develop the capacity for social


involvement and desire for social action

(a)" Instructional Effects


The three instructional effects are as follows:
(i)"

Framework for analysing social issues

The teacher should prepare the learning environment to enable the


learners to use the materials to discuss and analyse the materials in
an effective manner. Learners will be given the opportunity to identify
policies, apply social values to policy stances as well as identify and
resolve definitional, factual and value problems in a systematic and
organised manner.
(ii)" The ability to assume role of the other
This is another instructional effect gained in this model. The learner
becomes more skilful in carrying out forceful dialogue with other
members. These interactions and exchange of ideas build on the social
relationship by helping learners to be more socially accepted and
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TOPIC 3

SOCIAL LEARNING II:


THE ROLE-PLAYING MODEL AND
JURISPRUDENTIAL INQUIRY MODEL

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acknowledged. The materials provided in the class should encourage


the above form of interactions.
(iii)" Competence in social dialogue
This is one of the outcomes of the inquiry process in which learners,
through the process of analysis, discussion and presentation of their
case, will become more competent in speaking skills, hence creating
confident and well-informed speakers. The teacher can facilitate and
guide the learners to achieve the desired outcomes in terms of what is
required of good and effective speakers.
(b)" Nurturant effects
The three nurturant effects are as follows:
(i)"

Develops empathy or pluralism

The inquiry process allows the learners to explore and exchange ideas in
a vigorous manner. Through these discussions and presentation of ideas,
the learners become more aware and sensitive towards the views of self
as well as others. They learn to be more accommodative and receptive to
ideas that are different from their point of view. The feelings of empathy
and pluralism are enhanced through these interactions, creating a more
positive learning environment in accordance with the requirements of the
social learning family.

(ii)" Gains facts about social problems


The opportunity created through this inquiry helps learners widen their
knowledge base. They are able to enhance knowledge through the
accumulation and analysis of data of their case.
(iii)" Develop the capacity for social involvement and desire for social action

The purpose of the inquiry model is to develop learners who are able
to present contemporary ideas in a systematic and organised manner.
The classroom becomes a rigorous and vibrant learning place.
Through social interactions, learners build learning communities within
the classroom.

ACTIVITY 3.6
Elaborate, with specific examples, how instructional and nurturant effects
can be created in a class of sixteen year olds.

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TOPIC 3

SOCIAL LEARNING II: THE ROLE-PLAYING MODEL AND

JURISPRUDENTIAL INQUIRY MODEL

SELF-CHECK 3.2
Identify and elaborate the key principles involved in planning and
implementing jurisprudential inquiry in a classroom.

There are two models pertaining to social family: role-playing and


jurisprudential inquiry.

Role-playing model involves a dynamic and active participation by both the


teacher and students.

Role-playing model promotes expression of thoughts and develops


interpersonal skills when exploring personal and general issues pertaining to
the learner and the community.

Jurisprudential inquiry model encourages systematic and organised thinking


process by carrying out case presentations on contemporary issues.

In the jurisprudential inquiry model, the learner will gain world knowledge and
build self-confidence as an effective and well informed speaker.

Definitional problem

Problem stories

Enactments

Role playing

Factual problem

Value problem

Jurisprudential inquiry model

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TOPIC 3
LEARNING II: THE ROLE-PLAYING MODEL AND
JURISPRUDENTIAL INQUIRY MODEL

SOCIAL

59

Johnson, D., Johnson, R., & Holubec, E. (1998). Cooperation in the classroom.
Boston, MA: Allyn and Bacon.
Rogoff, B., Matusov, E., & White, C.(1996). Models of teaching and learning:
Participation in a community of learners. In D. R. Olson & N. Torrance
(Eds.), The handbook of education and human development: New models
of learning, teaching and schooling. Oxford, UK: Basil Blackwell.
Shaftel, F. R., & Shaftel, G. A. (1967). Role playing of social values: Decisionmaking in the social studies. Englewood Cliffs, N. J.: Prentice-Hall.
Joyce, B., Weil, M., & Calhoun, E. (2009). Models of teaching. Boston, MA:
Pearson Education.

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