True inclusion requires viewpoint diversity, the educator Erin McLaughlin argues, and children should be taught how to think—not what to think.
Erin McLaughlin, an educator in Pennsylvania, believes that, in school and in life, people should study what others think and why. But in her estimation, many educational institutions that purport to value diversity and inclusion fail to treat viewpoint diversity—which she defines as “the recognition that nobody’s worldview is complete, and that no one marker of identity actually defines the way we see the world around us”—as a vital part of civic education. Her mission: to persuade educational institutions to put viewpoint diversity at the center of their cultures and curricula.
McLaughlin strives to do just that in her job as a high-school English teacher. While working on a master’s degree in positive psychology at the University of Pennsylvania, she began to build a theoretical and practical framework around her ideas. She has developed what she calls the Viewpoint Diversity Curriculum, which poses questions such as “Can I go beyond my personal experience?” and “Can I find a way to constructively connect with the other side?”