Talking in School

Students and teachers report varying levels of satisfaction (or dissatisfaction) with the current tenor of discourse and conversation in schools and on campus. Some leading, historically top-rated universities and colleges have recently gained negative attention in news stories about their alleged viewpoint intolerance, student perception of lack of free speech, and a degree of campus polarization that mimics the outside world.

Perceptions run the gamut from students sensing they must self-censor to avoid expressing ideas about tough issues that others might not like (or fearing grading bias against them for holding strongly differing views of current events and issues) on to teachers and professors who fear negative consequences when they present curriculum content in a fact-objective manner that is nonetheless unwelcome by students, parents or alumnae.

Learning how to think, how to obtain and discern good information, how to think beyond the “group think” and form one’s personal opinions and then express them cogently and civilly – these were once considered important educational goals - at least when I attended college and graduate school. Doing these things does not always come naturally and I can recall some very uncomfortable situations. But somehow we were encouraged to keep trying and keep at it. It was understood we were all still learning.

There is some good news to report. There are schools and universities that are working on educational standards and practice to strengthen learning, and the dialogue and communication skills needed to support such learning. For example, my two alma maters have been standouts in espousing open-minded learning and civil expression of views. Vassar College’s Engaged Pluralism project tasks faculty and students to speak, listen, learn and act respectfully and robustly even when “in full cry” (a hound dog term) about a subject. Vassar students have been consistently intellectually curious and in a sense, Engaged Pluralism is a throwback to times when its students were expected to analyze information, express views articulately (with style) and cogently, and always respectfully, and civilly.  

UnIversity of Virginia and its School of Law has put first amendment freedom of expression and indeed seeding of robust discussion and shared experience front and center to sustain its traditionally collegial learning community. Its current Dean (Risa Goluboff) and incoming Dean (Leslie Kendrick) have written and spoken repeatedly about this and how it is to be the order of the day. Expectations for students are set upon law school orientation. Activities throughout the three- year educational course are planned to foster an intellectually active and welcoming community of students.

I am not surprised by such hopeful, reassuring examples.  I know there are others – perhaps many others - that are promoting similar educational principles and standards. They are to be congratulated for recognizing the value of offering such educational opportunity to students even when they might fall under criticism for doing so.

The long-term rewards of listening to each other, experiencing and practicing civility in our communications, and coming to recognize that we can learn valuable things from each other, should be great - especially looking to the future when we will come to be led by those who today are being educated.