Is that taboo?

Reading Time: Minutes

Normative-ethical attitude | Consequence awareness | Communication skills | 14 years and older | 120 minutes

Respectful communication on the Net

Respect is of great relevance in young people's everyday lives. The personal confrontation with respectful or disrespectful behavior takes place everywhere, whether at home, at school, in group chats or in social networks.

In the project idea "Is this taboo?" the young people deal with the meaning of respect. Questions are discussed about how the basic rules of respect can be observed in both analog and digital spaces, what appropriate communication means, and which expressions are excluded or taboo.

The young people are sensitized to respectful communication, both analog and digital. They define individually what they understand by respectful communication and jointly develop a taboo list that defines which statements are not permitted in their everyday communication.

The young people

develop an individual overview of values for respectful communication

research positive and negative statements on the net

compile a "taboo list" of negative comments as a guideline for respectful communication in everyday life and on the Net.

The young people

develop an individual overview of values for respectful communication

research positive and negative statements on the net

compile a "taboo list" of negative comments as a guideline for respectful communication in everyday life and on the Net

The young people

discuss with each other about respect and are confronted with contrary opinions in the process

observe, reflect and discuss comments on the net in a constructive way

The young people

reflect on their individual views on the concept of respect and respectful communication

draw conclusions for their own communication behavior

Project procedure

With an impulse set by a song, the young people first consider what respect means to them, how they expect it from others and how they show it to others. Then they work out individually which aspects are important to them for respectful communication, both analog and digital.

They then research their own networks for positive and disrespectful comments and classify them according to the overview they have compiled. Based on the negative comments, they then create a taboo list of expressions or statements that they find disrespectful. Together they discuss why these expressions are disrespectful, e.g. because they insult, exclude or discriminate against other people.

Preparation
As an introduction to the project idea, the song "Knigge 2.0" by Ben Bohnert is played to the young people and the lyrics are handed out at the same time. The young people express their opinion of the song and report on their own experiences they have already had on the Internet. Afterwards, they write down which synonyms or associations they associate with the word respect.

Securing results: general clarification of the term "respect
Social form: plenary

The young people first reflect individually on what they understand by "respect" in their everyday communication. The following questions, which are part of the overarching question "respectful communication," can be helpful:

1. in what way do I expect respect from others towards myself?
2. How do I show respect to others?
3. When is respect particularly important to me?
4. When do I show respect particularly well, when do I not yet succeed in doing so?
5. Do I show others the same respect that I expect of myself?

The young people make a list of which aspects of respect and the associated communication are most important to them. These can be, for example: not using swear words, using friendly language, putting yourself in the other person's shoes (empathy), being open to other opinions/unknown people, etc. The aspects are given points from 1-5. The aspects are assigned points from 1-5 (1 less important, 5 = very important). Thus they receive a kind of evaluation list. In the plenum these individual evaluations are presented and discussed.

Securing results: Evaluation list
Social form: individual work, plenary

The young people work in groups to research and collect examples of positive and negative comments in their social networks. They then assign the researched comments to their individual evaluation list. In this process, they discuss which comments are "no-goes" for them or are considered derogatory and disrespectful or insults, insults or discrimination. They collect these comments on a common taboo list.

Securing results: Taboo list
Social form: Group work

The young people discuss how the negative comments on the taboo list can be rewritten as constructive criticism. In this way, they reflect on the fact that different opinions or views may be expressed, but in a respectful manner. Afterwards, they compile a list from their individual evaluation list that shows which aspects are important to them for respectful communication.

Securing results: Assessment list
Social form: Group discussion in plenary session

Project summary

The created rating and tab list can be used for general school life but also as a "set of rules" for communication in chat groups or in social networks.

Read more in the dossier “Digital Participation”

Young people are not only demonstrating their political commitment, but also how digital media can be used for social and political processes. Participate instead of just running along