This lecture addresses the pressing challenge of social fragmentation and polarization in contemporary technologized democratic societies, and explores the role education can play as a counterforce. Central to the discussion is the question of how children and young people, especially when they hold divergent perspectives, can better understand one another, and what role teachers can play in facilitating this process. The issue is approached from three interrelated angles. The first part focuses on the power of disagreement within dialogue. Drawing on empirical research, it is demonstrated how disagreement can not only illuminate differing viewpoints among students but also deepen classroom discussions and strengthen interpersonal relationships. Rather than threatening social cohesion, friction can elicit authenticity in communication and emerge as a condition for learning democracy. The second part explores the implications for educational practice. Creating a learning environment where disagreement is not avoided or neutralized but welcomed as a meaningful part of learning requires both teacher professionalism and a school culture that supports open dialogue. This also involves recognising the diverse influences that shape students’ perspectives, ranging from family and peer groups to the digital environments they inhabit. Supporting dialogues in the classroom therefore calls for pedagogical sensitivity to these intersecting contexts, as well as a sustained commitment to building trust, encouraging critical thinking, and fostering genuine human connection. These dynamics are examined and illustrated through concrete examples from both empirical research and everyday classroom practice. The third and final part addresses key methodological questions. How can we study dialogue and disagreement in education in a rigorous and sound way? This section presents insights from participatory research that fosters rich, authentic dialogue, alongside emerging opportunities to analyze interaction patterns using AI-supported methods. These methodological approaches invite renewed reflection on the role of the researcher, power dynamics, positionality, and the need for appropriate research ethics.
Jetske STRIJBOS (Wed,) studied this question.