The TLT Group


How may techniques of Deliberative Democracy (and Deliberative Polling) be used effectively within higher education? 
Robert Cavalier, Carnegie Mellon University
January 26, 2006
Dangerous Discussions Home Page
 
This Web page offers a starting place for civil, constructive conversations about the potential role of Deliberative Democracy in higher education, with the dual goal of implementing practical results and developing useful policies.

Web pages CANNOT be enough by themselves for these purposes;  but we hope that this one can be a valuable resource when used effectively in workshops and other collaborative activities.


Framework for a Civil, Constructive Conversations about this Dangerous Discussions
"Clothing the Emperor" Issue: 
Deliberative Democracy in Higher Education

I.  Describe the Dangerous Discussions "Clothing the Emperor" issues in the least inflammatory language and identify important pre-requisites and conditions and the stakeholders. 

Neutral Statements/Questions

DELIBERATIVE DEMOCRACY – what are the essential elements of this process?  Under which conditions is Deliberative Democracy most likely to be useful?

  • Within a college or university? 

  • With what size and kind of groups? 

  • With what kinds of issues? 

  • In what ways could Deliberative Democracy support traditional goals of shared governance in higher education? 

  • How are the goals of shared governance changing? 

  • How does anyone know? 

           

 

 

 

To what extent could Deliberative Democracy be a useful strategy in support of Dangerous Discussions activities?  Within a single institution?  Division or dept?  How big or small a group could benefit? 

Why bother? 
Why is it important to deal with this issue?

Under what conditions is it important to deal with this issue? 

Under what conditions should this issue be avoided? 

Under what conditions are the benefits associated with this issue likely to result?  Are there any important pre-requisites that must be in place?

Under what conditions are the risks associated with this issue too likely to occur - so that this issue should not be pursued or implemented?

Who cares?   (Who should be involved in considering this issue? 
Because they will be influenced by it? 
Because they are able to influence how it proceeds?  Other?)

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II.  Restate polarizing views or questions  in ways most likely to enable stakeholders who are initially committed to apparently opposing views to engage in civil, constructive discussion.

Polarizing Statements/Questions

  1. Traditional notions of shared governance within academia are in peril.  Deliberative Democracy, supported by new technologies, can enable academics to recreate and move beyond the ideal model.     
  1. Shared governance is a myth.  Democratic principles have never really worked in colleges and universities, and any new version won't make any difference. 
  1. A college (university) is the ideal place to further develop the principles and new tools to implement Deliberative Democracy most effectively - to provide models of governance and decision making for society at large.

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 III.  List desirable results of participating in the  Dangerous Discussions activities for this issue.
  1. Deflate the hype and defuse artificial disagreements – restate the issue and challenge in more realistic and less inflammatory ways
  2. Identify GAINS, RISKS
  3. Recommend GUIDELINES

    More effective educational use of ...

More effective institutional policies....

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Discussion Questions and Activities for Dangerous Discussions Issue: 
Anonymity, Intimacy, and Identity

<For samples, models, see:  http://www.tltgroup.org/ProFacDev/dangerousdiscussions/classsizehome.htm>

To help you explore some of these important and challenging aspects of THE ISSUE, this Website offers a variety of:

There are many ways to structure a discussion about THESE ISSUES.  There are almost as many different motivations and goals for addressing these issues as there are stakeholders in the results of the dialogue.  Some approaches are more likely to facilitate civil and constructive dialogue.  Others are more likely to bury opportunities for real solutions.

We hope to help you minimize unnecessary acrimony and maximize constructive give and take - to help you eliminate the flames, reduce the heat, and illuminate the real solutions.

Please examine what we offer, adopt what you find useful, and let us know about improvements you recommend or additional requests. 
Click here to send email to gilbert@tltgroup.org.

Click here for other "Dangerous Discussions" topics/questions for faculty, administration, and staff
- (especially, about Teaching, Learning, and Technology)

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Discussion Activities
 

<For samples, models, see:  http://www.tltgroup.org/ProFacDev/dangerousdiscussions/classsizehome.htm>

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Discussion Activity - Key Questions for THE ISSUE

CHANGE THESE TO MATCH "THE ISSUE"

  • What is the maximum number ...

  • What factors, conditions, or resources most limit ...

  • What factors, conditions, or resources would enable you to ...

  • Who should be engaged in a constructive "Dangerous Discussions" about ... within your institution?

<For samples, models, see:  http://www.tltgroup.org/ProFacDev/dangerousdiscussions/classsizehome.htm>

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Discussion Activity - Sample List of Factors, Resources, ... that Influence THE ISSUE

 

<For samples, models, see:  http://www.tltgroup.org/ProFacDev/dangerousdiscussions/classsizehome.htm>

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