IMPACT ON CLASSROOM + COMMUNITY

“Having our collaborative civil discourse guidelines did impact our conversations in a really positive way—especially in A.P Government. It helped to have documentation hanging in the classroom to refer to. Disagreeing without being disagreeable is an important skill to have. Additionally, in my A.P. Government class, and for seniors preparing to vote, we have used the USCCB’s (United States Conference of Catholic Bishops) ‘Faithful Citizenship 2022’ document to help students work through questions on responsible citizenship, to help students recognize the nuance of evaluating a position. The broader media often shows political contests from a ‘how to defeat’ perspective. However, when we use guidelines like our civil discourse framework and the USCCB’s questions, we are able to enter into a safe space of listening to understand. I think we’ve done a really good job of creating this type of environment for our students.”

“I think everyone felt comfortable sharing opinions in class with the civil discourse guidelines. Having the framework helped us to focus on listening and respecting each other. Sometimes it can be difficult to have sensitive conversations, but after we had the training, it was a good reminder that helped guide serious discussions with an emphasis on understanding other opinions and learning new ways of thinking about things.”

Lila Waltenberger, DSHA ’25

“The guidelines have given me some language and structure for how to approach conversations where students have different backgrounds and perspectives. I appreciate that they are so rooted in listening. I studied at a Benedictine school for my master's degree, St. John's University, and St. Benedict called his community to listen ‘with the ear of your heart’. I love that line and that's what we invite students to do through these guidelines. I have seen the greatest impact in my sophomore Sacramental Life class. For example, when we were discussing baptism, we did a day of infant baptism dialogues. Students were asked to dialogue on the reasons why different Christian denominations hold different views on what age to baptize. The students did a really good job listening to each other as they formed rationale. After students were assigned an age to formulate an argument around, I gave them a chance to share their personal views. They listened with such care and respect; they gave each other the time and space to respond. As a teacher, I’m grateful for the framework as something we can commit to as a whole school —in and outside of the classroom.”

Theology Faculty Jena Thurow-Mountin

“I think it is really important to hear different points of views from each other —not just on the opinion but why someone feels the way they do. It isn’t necessary to agree, but it is important to understand. Understanding each other is a vital part of learning —especially in theology class. Listening helps us connect with each other. Even outside the classroom and into our daily lives. I’m on Service Team and I’ve noticed the guidelines have helped us to bounce ideas off of each other, and understand and respect where someone is coming from. This is so important in trying to build up the community.”

Charlie Smukowski, DSHA ’25