The University of Arizona Office for Diversity and Inclusive Excellence released a laughably ridiculous 20-page “dialogue guide” for classroom discussions.
According to the guide,
“Creating a safe space for students…is vital in promoting positive intergroup interactions.” It also explains that the guide contains “merely suggestions for faculty who want to engender the broadest possible perspectives, opinions, and experiences and to maximize free speech in the classroom.”
Here are some of the recommended exercises for University professors:
Active Listening Exercise: Roleplay with another person (student) the dynamics of bad listening (e.g., interrupting, getting side-tracked, showing signs of inattentiveness) while that student talks about a topic (e.g., describing her high school). Next, roleplay the same scenario but this time practice active listening (e.g., ask questions for clarification, agree, shake your head in agreement). Break the students in dyads and have them practice active listening with each other.
Collages/Art Work: Collages and other forms of art tap into students’ creative and visual side. Here students might be asked to create a collage depicting intergroup relations or intergroup concepts and ideas. After completing their project, students might be asked to present and explain their art pieces.
Oops/ouch: If a student feels hurt or offended by another student’s comment, the hurt student can say “ouch.” In acknowledgement, the student who made the hurtful comment says “oops.” If necessary, there can be further dialogue about this exchange.
Discourage the devaluation of emotions and feelings. We may laugh and cry together, share pain, joy, fear and anger.
These students are full-grown adults, by the way.
This dialogue guide exemplifies the infantilization of modern college students. It begs the question as to whether college officials truly want to prepare students for the real world or treat them as children, coddling and shielding them from uncomfortable situations.