{"id":2706,"date":"2023-05-19T12:26:49","date_gmt":"2023-05-19T12:26:49","guid":{"rendered":"https:\/\/deliberativecitizenship.org\/?p=2706"},"modified":"2023-07-25T17:24:36","modified_gmt":"2023-07-25T17:24:36","slug":"a-rubric-for-taking-it-to-the-streets","status":"publish","type":"post","link":"https:\/\/deliberativecitizenship.org\/blogposts\/a-rubric-for-taking-it-to-the-streets\/","title":{"rendered":"A Rubric for Taking-it-to-the-Streets"},"content":{"rendered":"
\"DeeP<\/figure>\n\n\n

By Camille K. Lewis (DeeP Collaborative Member)<\/em><\/p>\n\n\n\n

The\u00a0Deliberative Pedagogy (DeeP) Faculty Collaborative<\/a>\u00a0consists of 20 faculty from Davidson College and five other Associated Colleges of the South institutions who are committed to learning and implementing new ways to improve and deepen the quality of their class discussions. These faculty come from a wide array of disciplines and backgrounds. They come together to study and discuss different deliberative pedagogy methods, share their ideas and questions with one another, and work to embed deliberation in their classrooms. In this special blog series, members of the Collaborative describe and reflect on their experiences developing and teaching their deliberation-involved courses.<\/em><\/p>\n\n\n\n

Isocrates, the first settled teacher of rhetoric, found the dead-end of eristic speech (or argument-for-argument\u2019s sake) to be unethical. For him, phron\u00easis<\/em> or \u201cpractical wisdom\u201d was the goal of a rhetorical education. As my professor used to say, \u201cWe need to get out of the ivory tower. We need to take it to the streets!\u201d<\/p>\n\n\n\n

Toward that end for the Spring 2023 semester, I revamped Furman University\u2019s Communication Studies capstone course COM 460 Communication Ethics to give our students that kind of high impact experience in phron\u00easis<\/em>. Over the semester, the students heard subject-matter experts present the problems of prison reform, anti-Critical-Race-Theory legislation, decolonizing the archive, medical care for BIPOC women, the societal barriers limiting public art, and refugee resettlement legislation. This is a broad variety of problems from across the university\u2014public health, libraries, education, politics, and art. <\/p>\n\n\n\n

Students were required to listen, research, assess, create a solution, and then present their solution a week later. The curriculum design compels them to engage across disciplinary and interpersonal differences so that they can find new ways of thinking and responding to these real-world problems. At the end of this course, students should be able to:<\/p>\n\n\n\n