Interpreting Difficult Knowledge By Julia Rose, Ph.D.
The 5Rs give learners time and resources to work through difficult knowledge.
a. Reception: Provide a welcoming introduction that includes disclosure statements that difficult knowledge is contained in the venue that could be upsetting or controversial.
b. Resistance: Anticipate negative responses from learners and allow them to be aired with the understanding that expressions of resistance are likely indicative of the individual experiencing a learning crisis.
c. Repetition: Arrange the learning setting to include avenues to revisit artifacts and displays or to reread information. Make information available to learners to review online or in print to study at their own pace.
d. Reflection: Ask learners if they have questions. Provide opportunities for conversation or places to sit down to encourage learners to reflect on the difficult knowledge.
e. Reconsideration: Offer learners opportunities to respond by providing places for them to share their ideas or comments. Offer social action information that is relevant to the theme of the difficult knowledge. Ask learners, “What do you think?”