On Liberty7.17.15

from On Liberty by John Stuart Mill
High School / Social Studies
Authority, Dialogue, Freedom of Thought, History, Truth
Have participants write a short, spontaneous response to the following question: How
does one determine the truth?
Ask participants to take part in the following “Opinion Corners” activity:
1. Post signs in the four corners of the classroom: Strongly Agree, Agree, Disagree,
Strongly Disagree.
2. Write on the board the following quote from the text: “There is no necessity for
mankind to know and understand all that can be said against or for their opinions”
3. Have participants move to the corner that reflects their response to this statement.
4. Give participants three to five minutes to discuss in their corners why they chose that
response. Have each group select a spokesperson to share their ideas.
5. Each spokesperson in turn summarizes that group’s thinking.
6. (optional depending on time) Have participants spend about 5 minutes expressing
the counter argument in writing.
Ask participants to scan the document and discuss what they anticipate in the reading.
Briefly discuss the title. Label the paragraphs (A & B) and number the sentences (A=11;
B=9) in the text. Read the whole text aloud and slowly.
Create a list of unfamiliar words (including: forensic, Cicero, refutations,
Inculcate, etc.) on the board. Have teams define these terms and share with the whole
group, while all note definitions on their copies of the text.
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Share the following as appropriate: John Stuart Mill (1806 – 1873) was a British social
philosopher. He married his long-time friend, Mrs. Harriet Taylor and with her was an
advocate of women’s rights. He wrote on politics and philosophy, including the very
influential On Liberty (1859), —addressing the nature and limits of power that can be
legitimately exercised by society over the individual.
Give time for participants to read the text, a second time, independently. State that the
purpose for their second read is to come to a better understanding of the key points.
Give instructions for marking the text by: 1. putting exclamation points next to 3
sentences that you most strongly react to (either in agreement or disagreement); put a
question mark next to at least one point that you are unsure about; and if possible, note
an example from your life next to at least one point.
“A Paideia Seminar is a collaborative, intellectual dialogue about a text, facilitated with openended
questions. The main purpose of seminar is to arrive at a fuller understanding of the
textual ideas and values, of ourselves, and of each other.
“I am primarily responsible for asking challenging, open-ended questions, and I will take a
variety of notes to keep up with the talk turns and flow of ideas. I will help move the discussion
along in a productive direction by asking follow-up questions based on my notes.
“I am asking you to think, listen, and speak candidly about your thoughts, reactions, and ideas.
You can help each other do this by using each other’s names.
“You do not need to raise your hands in order to speak; rather, the discussion is collaborative in
that you try to stay focused on the main speaker and wait your turn to talk.
“You should try to both agree and disagree in a courteous, thoughtful manner. For example,
you might say, ‘I disagree with Joanna because…,’ focusing on the ideas involved, not the
individuals.
“Now, please reflect on how you normally participate in a discussion as a group. What goal can
you set for yourself that will help the flow and meaning of the seminar?
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“Please consider the list of personal participation goals – either on the Speaking and Listening
Checklist or on the board.”
To speak at least three times
To refer to the text
To ask a question
To build on other’s ideas
“Is there one that is relevant for you? Please choose one goal from the list or that you feel is
best and commit to achieving it during the discussion we are about to have… write down (or
circle) your personal goal.”
For this seminar, I will suggest our group goal (TO BUILD ON OTHERS COMMENTS).
[Set group goal and display it for all to see.]
❖ What phrase from this text is most important? (Review that a phrase is a
segment of a sentence or a short sentence including subject and verb. Have
participants respond in Round Robin format.)
❖ Why did you select that phrase? (Encourage participants to restate their phrases
and engage in spontaneous discussion)
❖ Mill says (in sentence 3 of the first paragraph) that ‘What Cicero practiced as the
means of forensic success, requires to be imitated by all who study any subject
in order to arrive at the truth.” Based on the text, what does he mean by “the
truth?”
❖ In sentence 7 of the first paragraph the term “suspension of judgment” is used.
What do you think it means to suspend judgment?
❖ In the first sentence of the text, Mill states that when we turn to subjects
including… “morals, religion, politics, social relations, and the business of life…”
Why are these particular subjects so difficult to address with objectivity?
❖ What is the relationship between the ideas in paragraph A and paragraph B, from
sentence 6 to the end of the passage?
❖ What does Mill say about the difference between truth and opinion?
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❖ What do Mill’s arguments for “the liberty of thought and discussion” have to do
with teaching and learning in our classrooms?
“Thank you for your focused and thoughtful participation in our seminar.
“As part of the post-seminar process, I would first like to ask you to take a few minutes to reflect
on your relative success in meeting the personal process goal you set prior to beginning the
discussion. Please review the goal you set for yourself and reflect in writing to what extent you
met the goal. In addition, note why you think you performed as you did. (Pause for reflection.)
“Now I would like us to talk together about how we did in relation to the group goals we set for
ourselves (TO UNDERSTAND THE IDEAS IN THE TEXT AND TO BUILD ON OTHERS COMMENTS).
On a scale of one to five, FIVE being perfect, how would you say we did? Why? (Pause for
discussion.)
“Now, would someone be willing to (volunteer) to share your personal self-assessment and
reflection?”
“Keeping in mind, our goal is continuous improvement, let’s make note of what we might focus
on next seminar both as individual seminar participants and as a community of thinkers.
Thank you again for your participation.”
Have participants take notes to brainstorm ideas that they heard, said, and thought
during the seminar related to the ideas under discussion.
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How does one determine the truth? After reading and discussing an excerpt from John
Stuart Mills’ On Liberty about freedom of thought and discussion, write a letter to a
significant other in which you relate how best to discover the truth in response to a
complex social question. Support your discussion with evidence from the text.
(Informational or Explanatory/Procedural-Sequential)
Invite participants to talk in pairs for two minutes to share thoughts about what the
writing task is asking and how they might respond
Discuss with participants possible designs (or outlines) for their letters. Allot a few
minutes for all to create designs for their letters. Have participants draft their designs on
paper and use them to refine their thinking.
Challenge all to draft their letters by writing the paragraphs defined by their outlines.
Refer to the original text by Mill in order to illustrate key points.
Have participants work in pairs to read their first drafts aloud to each other with
emphasis on reader as creator and editor. Listener says back one point they heard
clearly and asks one question for clarification. Switch roles. Give time for full revisions
resulting in a second draft.
Once the second draft is complete, have participants work in groups of three-four and
this time take turns reading each other’s second drafts slowly and silently, marking any
spelling or grammar errors they find. (Have dictionaries and grammar handbooks
available for reference.) Take this opportunity to clarify/reteach any specific grammar
strategies you have identified your students needing. Give time for full revisions
resulting in a third and final draft.
Have participants mail their letters to the person to whom they were originally
addressed and request a candid, thoughtful response.
Terry Roberts, National Paideia Center
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