Learning to Protest: Applying Robert Selman’s Theory of Social Perspective Coordination in the University Classroom

• In Event: Peace education and youth- and gender-inclusive peace

Proposal

Protesting is often perceived as a spontaneous expression of dissent, yet it is, in fact, a learned social behavior requiring knowledge, empathy, and critical thinking. This paper explores how university students can be socialized to engage in political protest through structured academic interventions, drawing on a case study from the Israeli higher education context. While many students in Israel adopt a bystander stance in political matters, this study examines how targeted educational experiences can foster civic engagement, even within academic environments that traditionally value neutrality and political restraint.
Grounded in Robert Selman’s Theory of Social Perspective Coordination, which traces the developmental stages of perspective-taking from egocentrism to the ability to integrate multiple viewpoints, the research investigates how students acquire the cognitive and moral capacities necessary for informed and responsible protest. The case study was conducted in a university conflict resolution course with 25 students (13Arab, 12 Jewish) during a period marked by heightened tensions following a terrorist attack in Jerusalem. Notably, eight Arab students attended the session despite parental concerns about safety, signaling the importance of trust and perceived security in enabling political discourse.
Using classroom discussions, reflective assignments, and scenario-based simulations, the study analyzes how students responded to learning about protest as a legitimate democratic tool. Their reactions were interpreted through Selman’s framework, revealing varying levels of perspective-taking and highlighting obstacles to active civic participation.
The findings underscore the pedagogical value of integrating political education into higher education curricula and invite reflection on the role of academics in cultivating civic responsibility. By linking psychological theory, educational practice, and political engagement, this research contributes to the broader discourse on preparing students not only as scholars but also as informed and active citizens.

Author

• Zehavit Gross, Bar Ilan University