14h - 15h15, en ligne

Mardi intime de la Chaire Hoover par Marcus Kindlinger (Universität Münster) 

This presentation examines whether framing techniques—so far studied mostly in political psychology—can serve as legitimate pedagogical strategies in civic education, especially in classrooms marked by affective polarization. Building on different approaches to framing derived from political psychology, it considers how teachers might deliberately choose framings of issues or of positions that speak to students on a affective level while remaining within ethical bounds. Are such strategies inevitably manipulative, or can they legitimately be used to foster openness to controversial discourse and encourage students to engage with perspectives and evidence that challenge their political self-concepts? The discussion will explore whether reframing can advance the normative aims of civic education: fostering political literacy and maturity while inducting students into democratic discourses grounded in mutual acknowledgement and respect.