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We also believe in developing students who are critical thinkers and brave leaders who seek the common good. Done well, the process of the exchange of ideas, particularly with people who disagree with us or engaging ideas counter to our own, can form students—and all those in our community—to those ends.  \nWe are a community that doesn’t avoid conflict, so practices for receiving critique and challenge are important to a healthy university culture where we all engage as whole people. Objections to speech, responses or reactions that may challenge or argue with the content of your speech, do not violate your rights.  \nPractices, ways of being and doing, that encourage a campus culture of respectful critique are a vital part of being a Jesuit Catholic University. Practice is contextual. Practice changes and adapts. What is offered here is not a to-do list, nor rules, but rather a tool kit, guiding lights, that you can apply to your context within our campus community.  \nNone of these tools will work for every topic or every context. Discernment can help you to select practices that work the best for your context, your community of learners, and the learning outcomes you hope to achieve.  \nOverall Curricular Values  \n● Learn to analyze speech to understand whether it is harmful or controversial.  \n● Learn how to intervene to stop obviously harmful speech and to engage in controversy in a productive manner.  \n● Engage with ideas that disagree with our own positions.  \n● Engage in active listening.  \n● Invite marginalized perspectives and find ways to structure conversations to do that regularly.  \n● Be open to changing your position.  \nTools for setting up Classrooms and Courses  \n● Prioritize building community throughout the semester so that when difficult topics come up the professor has an authentic relationship with each student AND students have authentic relationships amongst themselves. Some ideas for doing this:  \no Take time to do check-ins throughout the semester in class.  \no Make pair-share conversations, rotating through as many different pairs as possible, a regular practice  \no Do group projects and then use those projects for small group conversation on difficult topics  \n● Collectively establish classroom and dialogue norms  \no Define community values  \no Create expectations for the self, other students, and instructor  \no Define what academic dialogue looks like in the classroom  \no This can be understood as “mutual commitments”  \no Such values or practices could include: assume good intent, consider the impact of your statements, allow people to change and grow rather than freezing them in time, use ”I” statements, distinguish between opinion and informed knowledge, be brave, engage in active listening, WAIT (Why Am I Talking-Do I need to be talking? Why does it need to be said? Does it need to be said by me?), take space/make space, Focus on ideas and opinions, not people. (focus on topic, not person saying it), people don’t represent groups, Don’t expect people to speak/represent groups. Don’t call out or ask someone to speak for the entire community.  \n● Teach the skills students need to engage in a particular course: e.g. if active listening is a part of your classroom values, don’t assume they know how to do it; spend time teaching them that skill.  \n● Have students reflect back or articulate the position they disagree with after a dialogue, being clear that this is not what they think the other side believes, but what that  \nposition self-identifies as their reasoning. Even ask them to identify the stereotypes or assumptions they hold about that position in the process.  \n● Clarify the goals of a particular controversial or difficult conversation: Persuade? Express? Understan","cbCaidhNeNmzMWTb","https://ap.wps.com/l/cbCaidhNeNmzMWTb","pdf",95685,"English","# Introduction\n# Overall Curricular Values\n# Tools for setting up Classrooms and Courses\n## Co-curricular Programming","[{\"question\":\"How does the document define respectful speech practices in a Jesuit Catholic university community?\",\"answer\":\"It emphasizes that the university does not avoid conflict and that practices for receiving critique and challenge are essential to a healthy culture. Respectful critique is presented as a contextual, adaptable approach rather than rigid rules.\"},{\"question\":\"What are the core curricular values for engaging controversial speech, according to the document?\",\"answer\":\"Students learn to analyze whether speech is harmful or controversial, intervene to stop obviously harmful speech, and engage productively with controversy. The guidance also stresses active listening, inviting marginalized perspectives, and being open to changing one’s position.\"},{\"question\":\"What classroom setup tools does the document recommend for handling difficult conversations?\",\"answer\":\"It recommends building community throughout the semester, establishing dialogue norms and “mutual commitments,” teaching required skills like active listening, and clarifying the goals of controversial discussions. It also suggests de-personalizing topics using opposing articles or case studies and using teaching support initiatives.\"}]","Ignatian Speech Best Practices - Draft March 24th, 2022 | PDF",1790655721,15]