# educ 7610 discussion question 5 Jethro Jones ## Assignment Directions ## Assignment What is civility and how do we define it in the context of schools? Civility is about how we communicate, own our ideas, and share our ideas. Thomas J. Connelly states that civility is mostly about *how* we communicate: “Civility sets the tone for how course subject matter in any class is learned and shared and overall helps establish a supportive and caring environment conducive to learning“ (2009). If learning is truly the goal, we must make room for disagreement, and we must work to ensure that disagreements do not overshadow learning. A civility code can help build moral behavior and development as well as etiquette. Unfortunately, many of our systems focus on civility in politics, where one’s allegiance to a particular political party is more akin to one’s adherence to a belief system that is not founded on evidence. From New Directions for Higher Education: “95 percent of Americans believe that civility is important in politics. Most perceive that civility has declined, especially if they listen to the radio and/or pay close attention to politics, and 50 percent believe that there has been a decline in the tone of politics since Barack Obama was elected.” Also from New Directions: ”One can argue that adversary democracy currently dominates American public life, reducing public decision making to point-counterpoint exchanges from which those with power prevail.“ Adversarial vs. deliberative democracy. Those who are already treated well desire civility, while marginalized groups see acts of discussion as filibuster (new directions) My favorite piece of civility is Frederick Douglas’ refusal to even discuss arguments in favor of slavery because the idea was reprehensible. I like and will adopt that approach, especially when people argue for homework in schools. (Also from New Directions) Civility in schools encompasses the way we communicate, express our ideas, and engage in constructive discourse. According to Thomas J. Connelly, civility plays a pivotal role in shaping the learning environment within educational institutions. As he aptly puts it, "Civility sets the tone for how course subject matter in any class is learned and shared and overall helps establish a supportive and caring environment conducive to learning" (Connelly, 2009, p. 58). In essence, civility serves as the cornerstone upon which the pursuit of knowledge can thrive. To truly achieve our educational goals, we must create space for healthy disagreements, ensuring that they do not overshadow the fundamental objective of learning. Connelly suggests implementing a civility code that not only promotes moral behavior and etiquette but also models these values for students. While we typically don’t adhere to this in K12 schools, if civility is in fact important, we should model it for students by holding staff and students to the same standards. It's disheartening that discussions on civility often revolve around the realm of politics, where party loyalty sometimes overshadows rational discourse. According to "New Directions for Higher Education," a staggering 95 percent of Americans emphasize the importance of civility in politics. Nevertheless, there is a prevailing perception that civility in politics has declined, particularly among those who closely follow political discourse. Approximately 50 percent of individuals believe that the tone of politics has worsened since the election of Barack Obama. This brings us to the distinction between adversarial and deliberative democracy. While those who are already privileged tend to desire civility in discussions, marginalized groups may view certain discussions as filibustering tactics (New Directions). This highlights the importance of considering power dynamics and inclusivity in discussions about civility. Lastly, a notable example of civility in the face of reprehensible ideas can be found in Frederick Douglass' refusal to engage in debates defending slavery. This approach, grounded in moral conviction, serves as an inspiring model for maintaining civility when confronted with arguments, such as those advocating for excessive homework in schools (thomas, 2009). Incorporating these elements into the discussion of civility in schools can help cultivate an environment where respectful dialogue and the pursuit of knowledge prevail, even in the face of challenging topics. References: Connelly, T. J. (2009). Introducing a Culture of Civility in First-Year College Classes. [Insert Full Citation Here] New Directions for Higher Education. [Insert Full Citation Here]