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we are too emotionally invested in an issue,” Heider says. “What’s missing, I think, in a lot of discourse these days is the ability to actu- ally listen to another human being and try to understand and appreciate what they’re feeling—even though you assume you understand them. It’s a big mistake.” In his theology courses, Murphy encour-


AN OLD-SCHOOL APPROACH TO A MODERN CHALLENGE


In a letter to fellow Jesuits before the Council of Trent, St. Ignatius offered the following tips for “dealing with others”— which could also help improve our present-day conversations:


• Be slow to speak. Be considerate and


kind, especially when it comes to decid- ing on matters under discussion . . . Be slow to speak, and only after having first listened quietly, so that you may understand the meaning, leanings, and wishes of those who do speak. Thus you will better know when to speak and when to be silent.


• When these or other matters are


under discussion, I should consider the reasons on both sides without showing any attachment to my own opinion, and try to avoid bringing dissatisfaction to anyone.


• I should not cite anyone as support-


ing my opinion, especially if they are per- sons of importance, unless this has been thoroughly arranged beforehand. And I would deal with everyone on an equal basis, never taking sides with anyone.


• If the matters being discussed are of


such a nature that you cannot or ought not to be silent, then give your opinion with the greatest possible humility and sincerity, and always end with the words salvo meliori iudicio—with due respect for a better opinion.”


ages students to talk about and analyze divisive issues. He takes a different approach than Villanueva—but has a similar agenda. Murphy asks his students to remove


themselves from the debate, meaning they have to avoid any “I” statements. Instead, Murphy wants them to understand the entire issue, and that means understanding the full spectrum of opinions on the subject. On each side of a white board, he’ll write the two opposite positions in a debate and then fill in the less extreme views that fall between them. “The agenda in the classroom is to say:


All right, let’s put these things into play,” Murphy says. “Where we objectively put the ideas next to one another, divorced of my opinion, and to encourage students to be sober in their dealing with them.”


Villanueva often brings community orga- nizers and advocates into his classes to dis- cuss their work and the challenges they face. While they have specific views and positions that they are arguing for, they’re also the people who are out having real one-on-one encounters—talking to neighbors, knocking doors, and just being physically present. “I think we need to return to conversation in some kind of physical presence, otherwise


CONVERSATIONS ON CAMPUS


In the spirit of promoting civil discourse on campus, Loyola hosted a series of discus- sions this spring on topics of current interest. The events—which were led by faculty, staff, and students—offered an opportunity for members of the Loyola community from differ- ent backgrounds and disciplines to come together for lively discussions. Topics included:


• The Role of Free Speech and Free Press in a Democratic Society, with a panel of vet- eran journalists, faculty from the School of Communications and the School of Law, and the editor of the Loyola Phoenix


• Social Movements in the U.S.: Lessons Learned, a panel discussion with faculty in his- tory, political science, and sociology


• Shifting Sands: The History of Mexican Immigration, a teach-in led by faculty and staff from the College of Arts and Sciences, the School of Communication, and Student Diversity and Multicultural Affairs


LEARN MORE • LUC.edu/civicengagement 26 LOYOLA UNIVERSITY CHICAGO


we’re just going to be susceptible to media,” he says. “Media is great, don’t get me wrong. I love media. I study media, but I know that without any conversation in the physical presence, you can’t get anywhere.” In class, Villanueva sees that students


want a better way to connect, and he encourages them to have more face-to-face conversations—rather than getting involved in the one-sided ones they can find behind their keyboards or phones. The challenge, he admits, is getting them to accept disagree- ment and be willing to be uncomfortable. “I think we’re way too stuck with thinking that agreement is the goal,” he says. “It can’t be the goal. History has taught us, agreement is never there. How do you actually be uncom- fortable with being in disagreement and just working through these discussions—and sometimes knowing that some of this is go- ing to be painful?” Some of that discomfort comes from


recognizing others’ feelings and motivations and realizing they may be different from your own. Murphy believes asking questions to understand a different viewpoint is key, such as, “Why in your heart or your mind do you think this way?" or "What are you worried about if something else happens?” “It’s not anything too complicated,” Mur-


phy says. “I seek for a deeper understanding and I don’t want to use the ‘I’ statements to defend myself. I’m more interested in what you feel about it. “The grace part comes in when we have


the courage and the willingness to be open to others’ points of view, and in the art of dis- cussing these things in a civil manner.” L


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