TASKs for democracy

Activity 38
Dealing with difficult knowledge
DESCRIPTION
Original activity contributed by Anne Reinersten
Focus: this activity uses creative writing as a means of reflection to explore the tensions within our “difficult
knowledge” to generate new insights that foster critical thinking, protect individuals from easy manipulation
by others, and promote ways of thinking, feeling and acting that will help prevent future crimes against
humanity. Here, the context is provided by the topic of crimes against humanity but it can be adapted to other
topics such as discrimination or violence. This activity can be used in the classroom. The introductions can be
used as a stand-alone activity (1 hour).
Target group: pre-/in-service teachers of age groups 10-14/14-18/adult learners
Expected learning outcomes:
A_EPIST_3 Inclination to see things from different perspectives
S_SELF_1 Capacity to face the challenge of doubt and uncertainty
S_SELF_2 Ability to use a variety of languages and registers to express oneself with nuance
K_EPIST_1 Understanding of the relativity of knowledge, that theories are social constructs that
remain incomplete and unfinished
K_SELF_ 2 Understanding of the subjective nature of all knowledge of self and others
Type of activity: Main activity
PROCEDURE
Step 1 (Introductory discussion – group work – 60 minutes)
1. Give four different coloured markers to each member of the group.
2. Use the stories “Pippi Thing Searcher” and the Knut Rød case-history of the fate of Norwegian Jews during
the Second World War. (Most of them were shipped to Auschwitz in October 1942 on MS Donau. Very
few survived. Examples here include statistical facts and biographical information about two central
persons taking part in the shipment: the Head of Oslo Police, Knut Rød, and the single policeman who
did not go to work that day.)
3. Participants read and discuss the Pippi Longstocking story together. Each member should read a part
of the text. In groups, they discuss the importance of words and non-words and what this does to help
us understand our reality.
4. The group reads the Knut Rød case in the same way.
5. Participants individually invent a non-word related to difficult knowledge. They should be ready to explain
why they created this word.
6. Handout, or show on a slide this question: “How does this activity raise our awareness of the relation
between ‘lovely’ and ‘difficult’ knowledge?”
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