Civil Discourse
Engaging in the Hard Work of
This might seem like a silly question: Are you a dog person or a cat person? Why? Now imagine you’re a dog lover and you can’t understand the enthusiasm of a cat aficionado. Or vice versa. Suppose you have to explain your passion for your favorite pet to a person who disagrees with you. How do you communicate your beliefs civilly?
T
hat’s an example of a somewhat benign topic
on their own ground rules. “It was empowering for them
that people often disagree on, but imagine if the
to be able to decide those rules themselves,” Jenkins
assignment is to explain your views on religion, politics,
said. “They’re more likely to follow rules they agree on
race, or a number of other topics that lead to disagree-
than if someone is dictating the rules.”
ments. The discussions can grow quite heated. How do we learn the skills to talk to one another
She added that they were intentional, at first, about not mandating certain topics. “We made it about com-
without dismissing opinions or completely blowing up?
municating across difference.” The earlier question about
This is the work of practicing civil discourse. According
whether you prefer dogs or cats, for example, was a kind
to the organization Facing History and Ourselves, civil
of ice breaker.
discourse is when we “listen respectfully to different
They then framed the sessions with six skills for
opinions and experiences, try out ideas and positions,
civil discourse that were defined by Laurel’s Center for
and give and get constructive feedback without fear or
Research on Girls. The first three are emotional, the last
intimidation.”
three are cognitive.
Getting Hutchison girls to understand and engage in civil discourse is the objective of Eryka Jenkins and Sarah Wilson this year. Jenkins is the school’s director of student equity and inclusion, and Wilson is a visiting scholar to Hutchison. She serves as the executive director of the Tennessee Association of Independent Schools (TAIS) and previously directed Laurel’s Center for Research on Girls (LCRG) at the Laurel School in Shaker Heights, Ohio. Part of Hutchison’s mission is to “educate young women … for lives of integrity and responsible citizenship.” Working together, Jenkins and Wilson are beginning to codify the principles of civil discourse throughout the school and in classrooms, where civil discourse discussions often arise organically. Additionally, they are being intentional by conducting a series of civil discourse sessions with Hutchison’s seniors. They chose to focus on the senior class this year because it’s crucial for them to practice these skills before heading off to college.
SIX SKILLS FOR CIVIL DISCOURSE 1. Extending Empathy - considering opinions or beliefs from another’s point of view 2. Accepting Discomfort - experiencing negative emotions and acknowledging and absorbing them 3. Braving Controversy - engaging and working through a complex conversation or conflict with someone you disagree with 4. Cultivating Curiosity - showing interest in new ideas and experiences, asking questions, discov ering others’ stories, and understanding oneself 5. Taking Perspective - understanding and articulating a point of view that is different from your own 6. Engaging Effectively - listening in a way that is fair and asking questions to further a conversa tion in an authentic and non-judgmental way
Before jumping into practicing civil discourse, Jenkins and Wilson challenged the seniors to create and agree 18 | Hutchison
Source: Laurel’s Center for Research on Girls (LCRG) at the Laurel School in Shaker Heights, Ohio
