Dialogue on Campus: An Overview of Promising Practices

Higher education institutions are recognizing the value of dialogue in engaging diverse perspectives and experiences while providing the necessary skills and knowledge for students to become effective citizens. Colleges and universities are incorporating the theory and practice of dialogue across different dimensions of the curriculum, co-curriculum, pedagogy, and administration and governance. Examples include nation-wide intergroup dialogue programs, community standards processes in residence halls, and institution-wide decision making on curricula. Seen as a whole, these and other examples provide a vision for a comprehensive approach to integrating dialogue on campuses

Intellectual humility and argumentation

In this chapter I argue that intellectual humility is related to argumentation in several distinct but mutually supporting ways. I begin by drawing connections between humility and two topics of long-standing importance to the evaluation of informal arguments: the ad verecundiam fallacy and the principle of charity. I then explore the more explicit role that humility plays in recent work on critical thinking dispositions, deliberative virtues, and virtue theories of argumentation

Embedding sustainability through systems thinking in practice: some experiences from the Open University

One initiative that has emerged during the UN Decade of Education for Sustainable Development (ESD) through the work of the Open University Systems group has been its postgraduate programme in Systems Thinking and Practice (STiP). Built on some forty years’ experience of systems teaching and research at the Open University (OU), this open learning, distance taught programme is designed to develop students’ abilities to tackle complex messy situations, to provide skills to think more holistically and to work more collaboratively to avoid systemic failures. This paper critically reviews the trajectory of this programme –its past, present and future. It discusses the STiP programme’s many boundaries with other programmes and across sectors. Challenges of epistemology, ethics and purpose are explored, in relation to education for sustainability. The programme’s many and varied teaching and learning processes are explicated. The pedagogy of the STiP programme is grounded in a diverse range of students’ experiences and needs that by no means all focus explicitly, or primarily, on sustainability or sustainable development. Many OU students study part-time alongside their other commitments, both work and community-based. STiP students are all interested in systems and learning. But what STiP is a part of for them varies considerably. Students come mainly from the UK and rest of Europe. Many of their interactions are online through several different fora. A diverse, active and critical OU STiP alumni community has developed, initiated by the early graduates of the programme. Academics responsible for the programme also participate in this community’s deliberations, at the invitation of student alumni. In this paper, the authors build on their various experiences of the STiP programme and re-explore its contexts and boundaries from an ESD point of view. They use some of the systems heuristics that they teach, to critically reflect on both what is being achieved through this programme in relation to education for sustainability and what they and some of their past students and associate lecturers think ought to be occurring in this respect as they go forward

Testing the Waters: California's Local Officials Experiment with New Ways to Engage the Public

This report explores the attitudes of California's local officials toward public participation in local governance. These officials believe that the current models for including the public in local decision making fail to meet the needs of both residents and local officials. Most local officials seek broad-based participation from the public and want to hear more about approaches that have worked elsewhere. Many are already experimenting with more inclusive and deliberative forms of engagement. Overall, this study suggests California's local officials may be ready for newer and more effective ways to engage the public and for stronger collaborations with community-based organizations. The report also includes concrete recommendations for local officials and their institutions, civic leaders and their organizations, and foundations and other funders. The recommendations can help improve public engagement in local governance throughout California and, we hope, beyond

Necessary Conditions for Improving Civic Competence: A Scientific Perspective

Many attempts to increase civic competence are based on premises about communication and belief change that are directly contradicted by important insights from microeconomic theory and social psychology. At least two economic literatures are relevant to my effort to improve matters. One is the literature on strategic communication, which includes Spence (1974), Crawford and Sobel (1982), Banks (1991), and Lupia and McCubbins (1998). The other is the literature on mechanism design, which includes Green and Laffont (1977), Myerson (1983) and Palfrey (1992). While both literatures have the potential to convey important insights, many scholars and practitioners do not yet see a need for such insights. This paper lays such a foundation. It explains how greater attention to basic scientific principles can help people who want to increase civic competence use the generosity of donors and the hard work of well-intentioned citizens more effectively. The paper continues as follows. First, I discuss the topic of competence more precisely. Then, I introduce the necessary conditions for increasing civic competence described above. Next, I describe implications and applications of these conditions – focusing in this paper on the growing contention that deliberation is an effective way to increase civic competence. Applying the necessary conditions to this topic reveals a need to revise and clarify common expectations about what deliberation can accomplish. A brief concluding section follows.incomplete information, strategic communication, learning, behavioral economics,

Beyond the Win: Pathways for Policy Implementation

When it comes to policy, a lot of attention is given to "the win." Whether it is something new and big like the Affordable Care Act, a piece of legislation in a large federal omnibus bill, or inclusion of critical language in a state policy, seeing the fruits of advocacy efforts put into law makes advocates and champions feel that their hard work, often many years in the making, has paid off.However, in reality, "the win" is just the beginning -- a necessary first step in a much longer and equally as fraught process of policy implementation. Once a policy is created, there are numerous factors that shape and determine how that policy is implemented -- and ultimately, the impact it will have -- regardless of how well the policy is formulated. Some of these factors include rulemaking, funding, capacity of local implementing agencies, and fights to repeal or modify wins, among many others.And, just as in the case of "the win," advocacy plays an important role in shaping implementation whether in advocating across these factors or participating in ongoing monitoring over time. Interestingly, while the role of advocacy in agenda setting, policy formulation, and policy adoption has been widely explored in theory and practice, the role of advocacy in the policy implementation process has received less attention in the literature.To learn more about the role of advocacy at the policy implementation stage, ORS Impact spoke with organizations that engage in, or provide funding for, advocacy efforts at the state and/or federal level. We focused on the following questions:When had advocates played a positive role in policy implementation?When had implementation not gone as well as expected, and what did advocates take away from that?Our conversations yielded important learnings about the unique characteristics of, and range of approaches to, advocacy efforts during the implementation phase. The two following scenarios illustrate some of the different types and levels of advocacy intervention, as well as the results they produce, to demonstrate the ways advocacy can play out when shifting from policymaking to implementation

Beyond Business as Usual: Leaders of California's Civic Organizations Seek New Ways to Engage the Public in Local Governance

We asked leaders of California's civic and community-based organizations about their views on the state of public participation in local governance. The following report explores what these civic leaders say is working, what's not, and how public engagement can be improved. Traditional models for including the public in local decision making, these leaders say, fail to meet the needs of both residents and local officials. Most see significant value and potential in more inclusive and deliberative forms of engagement, and many agree local officials are making increasing efforts to include residents more meaningfully. Overall, this research suggests civic and community-based organizations are looking for newer and more effective ways to engage the public and may be ready for stronger collaborations with local government. The report also includes concrete recommendations for local officials and their institutions, civic leaders and their organizations, and foundations and other funders. The recommendations can help improve public engagement in local governance throughout California and, we hope, beyond

Developing Materials for Deliberative Forums

When citizens deliberate together about important issues, they can reach decisions and take action together on problems that confront them. Deliberation does not require a certain kind of guide, or framework, or language, or facilitator, but, because it can be difficult to face such choices, supporting materials can make it easier. Many community groups, national organizations, and others, including the National Issues Forums (NIF), develop materials meant to help groups deliberate together over difficult public issues. Through its research, the Kettering Foundation has learned about the kinds of materials that can spark this public work. This document explores the important elements involved in going from an initial topic to having a complete issue guide suitable to use in the kinds of deliberative forums that are the hallmark of the NIF