The Civil Dialogue Initiative
by Valerie Balester Executive Director
The College of Liberal Arts has initiated a Civil Dialogue initiative. It should be a university-wide priority. The initiative aims to promote and foster civil dialogue within and outside the classroom. The committee charged with spearheading this initiative defines civil dialogue as “A form of communication that allows people to express vigorously their opinions and points of view in a way that contributes to rigorous and constructive deliberation on significant issues and empowers personal and professional relations.”
The College of Liberal Arts has complied resources for helping teachers handle potentially polarizing or controversial topics in the classroom. For example, they describe how to foster civil dialogue by creating safe spaces, articulating ground rules, identifying stakeholders (including those often marginalized) and assumptions (especially those we may take for granted). Check them out at http://clla.tamu.edu/committees/civildialogue/resources-for-civil-dialogue.
One of the most important functions we perform in the University Writing Center is to talk to students about their work in progress and to listen with respect to their ideas and opinions. We may also question some of their ideas, ask for more evidence, challenge them to develop points more fully. We do so because we believe that feel that writing starts with civil dialogue. Likewise, in W and C courses, civil dialogue can be an excellent prelude to writing or speaking assignments.
There is a profound relationship between dialogue and writing. Testing ideas in conversation is one important means b y which writers discover what they want to say. Writing is, in a sense, a way to extend conversations–the literature of a field is a conversation, embedded in other conversations that occur at conferences, on social networks, and through other venues. The implicit rules for how those conversations should occur are the basis of civil dialogue. As academics we promote a respect for the ideas of others and freedom of speech, and we assume that all participants in a dialogue are being truthful. We expect, as well, that dialogue is a form of dialectic, a way in which we search for meaning or truth.
Besides testing their own ideas, students engaging in civil dialogue must do the hard work of listening to other perspectives with respect. The process of judging what others say and weighing their own ideas primes them for writing, public speaking, or debate. Have students discuss, then write or speak about, a common topic, or related topics, so that you can use civil dialogue as a bridge to public forms of communication. For example, have a class or two devoted to a controversial topic covered in your course objectives, perhaps related to something students are also reading about. Consider having both whole class and small group discussions. Ask students to record or reflect on the ideas discussed, then use these notes to come up with a research question or thesis.
Another way to prepare students for writing or speaking is to create a study circle in the class. A study circle is a group of people who come together over time to solve a problem or to take action—and the format is perfect if your class is based on inquiry. The study circle has a moderator, most likely the instructor in a class, who sets out the main issues, lays the ground rules for discussion, encourages everyone to participate and consider alternatives, and provides an opportunity for a final reflection. You can read more about this technique at the National Issues Forum (http://www.nifi.org/educators/index.aspx).
Whether they enter the work world, academia, professional school, or public service, students will benefit from learning to respectfully and rigorously engage in civic dialogue.
