The idea of practicing “intellectual charity” really resonated with me. I would like to incorporate the explicit practice of giving people the benefit of the doubt and restate their argument in a way that is acceptable to the speaker, honoring the part of the process that is required - LISTENING! - into our class discussions and my work with colleagues (and in my personal life). It's good to be reminded too that this is HARD work, but it’s worth it.

The idea of practicing “intellectual charity” really resonated with me. I would like to incorporate the explicit practice of giving people the benefit of the doubt and restate their argument in a way that is acceptable to the speaker, honoring the part of the process that is required - LISTENING! - into our class discussions and my work with colleagues (and in my personal life). It's good to be reminded too that this is HARD work, but it’s worth it.

The idea of "intellectual charity" also resonated with me, and reminded me to think carefully about how to frame the setting up of classroom expectations.  Someone on the discussion mentioned that we will all be out-of-practice with face-to-face discussions in physical classrooms, so setting expectations will take on a greater importance this year.  Does anyone have a prefered method of organizing goal setting?  There are a lot of models out there....

Ane Lintvedt Thanks for that connection, Ane. Do you mean goal setting as in norms for discussion?