I’ve learned that it is not enough to announce my commitment to dialogue and expect students to know what I mean; I need concrete exercises to allow students to learn how to do it.
Lauren Barthold, Philosophy Faculty
Endicott College, Massachusetts
After using this approach in my classroom, I am now more willing, and more able, to engage students in meaningful conversations about potentially contentious issues. Whereas I used to nod toward things like homosexuality in religious life, interfaith marriage, or the role of government in reproduction, now I build these conversations into the class so students can learn to speak about their experiences, and so they learn to listen and learn from those with whom they might disagree.
Dr. Jill DeTemple, Religious Studies Faculty
Southern Methodist University, Texas
The most significant thing for me was learning how to ask for more information rather than trying to persuade a person to think differently. I also learned helpful dialogue tips, which are more effective during difficult conversations. If I encounter a difficult dialogue with any of my residents, I plan on using the techniques I learned in this workshop to facilitate those talks.