When answering such accusations, the first instinct is to equivocate, to justify, to dig in, but rarely to empathize. Unfortunately, when our students witness adults’ engagement of this topic, their most unproductive habits are reinforced: accusation before questioning, vilification before education, defensiveness before humble reflection. Students learn that when emotions are high, it is permissible to suppress their analytical natures. Most destructively, both sides of the argument learn to celebrate cheap victories in inconsequential battles over would-be allies.
