Eash. Don't do that.
My pedagogy on this point isn't by any means perfect, but my method has been to focus on the experience of slavery for the enslaved people - use the sources to talk about varying conditions, norms, etc.
I treat 'slavery is bad' as a self-evident premise.
My pedagogy on this point isn't by any means perfect, but my method has been to focus on the experience of slavery for the enslaved people - use the sources to talk about varying conditions, norms, etc.
I treat 'slavery is bad' as a self-evident premise.
https://twitter.com/nicohhhlette/status/1348377420810825733
Of course we also talk about ancient attitudes towards slavery, how it was generally treated as normal and even how it was justified - but from the premise that we, possessed of greater understanding, know that slavery is, in fact, bad.
Which, to be honest, if you take an enslaved-person-centric approach to ancient slavery and just give the students sources (e.g. amazon.com/Greek-Slavery-…), the premise really is self-evident, given how awful a lot of the treatment is.
Instead of asking students to 'justify' slavery, I ask them to *describe* it using the evidence they read.
In my experience it does not require much or indeed any teaching intervention for them to draw their own conclusions (typically some form of horrified 'oh s***').
In my experience it does not require much or indeed any teaching intervention for them to draw their own conclusions (typically some form of horrified 'oh s***').
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