Toward a Civil Discourse examines how, in the current political climate, Americans find it difficult to discuss civic issues frankly and openly with one another. Because America is dominated by two powerful discourses—liberalism and Christian fundamentalism, each of which paints a very different picture of America and its citizens' responsibilities toward their country-there is little common ground, and hence Americans avoid disagreement for fear of giving offence. Sharon Crowley considers the ancient art of rhetoric as a solution to the problems of repetition and condemnation that pervade American public discourse. Crowley recalls the historic rhetorical concept of stasis—where advocates in a debate agree upon the point on which they disagree, thereby recognizing their opponent as a person with a viable position or belief. Most contemporary arguments do not reach stasis, and without it, Crowley states, a nonviolent resolution cannot occur.Toward a Civil Discourse investigates the cultural factors that lead to the formation of beliefs, and how beliefs can develop into densely articulated systems and political activism. Crowley asserts that rhetorical invention (which includes appeals to values and the passions) is superior in some cases to liberal argument (which often limits its appeals to empirical fact and reasoning) in mediating disagreements where participants are primarily motivated by a moral or passionate commitment to beliefs.Sharon Crowley examines numerous current issues and opposing views, and discusses the consequences to society when, more often than not, argumentative exchange does not occur. She underscores the urgency of developing a civil discourse, and through a review of historic rhetoric and its modern application, provides a foundation for such a discourse-whose ultimate goal, in the tradition of the ancients, is democratic discussion of civic issues.

The recent advent of gridlock and hyper-partisanship in the United States Congress has raised questions about whether similar divides are occurring in state governments, and if so, why? To find out, researchers--working in 2018 and 2019 under a National Institute for Civil Discourse (NICD) grant--conducted a survey of registered lobbyists and public agency legislative liaison officers in all fifty states. They received over 1,200 completed surveys. The researchers hope that understanding reasons behind politicians’ inability to demonstrate civility and reach bipartisan agreements will yield effective, purposeful interventions. In Outside Looking In, scholars from across the country interpret the survey results. Using a variety of lenses, they present unique perspectives, revealing both regional and national insights. Chapters address findings on a variety of topics, including effects of political culture heritage on perceptions of civil discourse phenomena and the impact of legislative professionalization; sentiments about civil discourse and perceptions of their own state legislature among lobbyists; a multivariate cross-state comparison of the relative impact of political culture, professionalism, and term limits; presumed and actual impact of term limits on civility; a comparison of lobbyists with and without prior legislative service; and effects of the rural/urban divide and state-level inequality across the states. Also discussed are the efforts by the National Conference of State Legislatures to advance the cause of civil discourse, and NICD interventions to support civil discourse in state legislatures. Offering rare insights on discourse in state legislatures, this work is a must-read for political science scholars studying state governments, state-level lobbying, and civility in government, as well as for state legislators and public interest groups committed to enhancing civility in government.

The state of political discourse in the United States today has been a subject of concern for many Americans. Political incivility is not merely a problem for political elites; political conversations between American citizens have also become more difficult and tense. The 2016 presidential elections featured campaign rhetoric designed to inflame the general public. Yet the 2016 election was certainly not the only cause of incivility among citizens. There have been many instances in recent years where reasoned discourse in our universities and other public venues has been threatened. This book was undertaken as a response to these problems. It presents and develops a more robust discussion of what civility is, why it matters, what factors might contribute to it, and what its consequences are for democratic life. The authors included here pursue three major questions: Is the state of American political discourse today really that bad, compared to prior eras; what lessons about civility can we draw from the 2016 election; and how have changes in technology such as the development of online news and other means of mediated communication changed the nature of our discourse? This book seeks to develop a coherent, civil conversation between divergent contemporary perspectives in political science, communications, history, sociology, and philosophy. This multidisciplinary approach helps to reflect on challenges to civil discourse, define civility, and identify its consequences for democratic life in a digital age. In this accessible text, an all-star cast of contributors tills the earth in which future discussion on civility will be planted.

A Fascinating Glimpse into the World of the New Testament Transported two thousand years into the past, readers are introduced to Antipas, a Roman civic leader who has encountered the writings of the biblical author Luke. Luke's history sparks Antipas's interest, and they begin corresponding. While the account is fictional, the author is a highly respected New Testament scholar who weaves reliable historical information into a fascinating story, offering a fresh, engaging, and creative way to learn about the New Testament world. The first edition has been widely used in the classroom (over 30,000 copies sold). This updated edition, now with improved readability and narrative flow, will bring the social and political world of Jesus and his first followers to life for many more students of the Bible.

Richard Harvey Brown's pioneering explorations in the philosophy of social science and the theory of rhetoric reach a culmination in Social Science as Civic Discourse. In his earlier works, he argued for a logic of discovery and explanation in social science by showing that science and art both depend on metaphoric thinking, and he has applied that logic to society as a narrative text in which significant action by moral agents is possible. This new work is at once a philosophical critique of social theory and a social-theoretical critique of politics. Brown proposes to redirect the language and the mission of the social sciences toward a new discourse for a humane civic practice.

Political and civil discourse in the United States is characterized by “Truth Decay,” defined as increasing disagreement about facts, a blurring of the line between opinion and fact, an increase in the relative volume of opinion compared with fact, and lowered trust in formerly respected sources of factual information. This report explores the causes and wide-ranging consequences of Truth Decay and proposes strategies for further action.

Despite assumptions in some quarters of widespread academic radicalism, professors are politically liberal but on the whole democratically tolerant and are focused more on the business of research and teaching than on trying to change the world. Professors and Their Politics tackles the assumption that universities are ivory towers of radicalism with the potential to corrupt conservative youth. Neil Gross and Solon Simmons gather the work of leading sociologists, historians, and other researchers interested in the relationship between politics and higher education to present evidence to the contrary. In eleven meaty chapters, contributors describe the political makeup of American academia today, consider the causes of its liberal tilt, discuss the college experience for politically conservative students, and delve into historical debates about professorial politics. Offering readable, rigorous analyses rather than polemics, Professors and Their Politics yields important new insights into the nature of higher education institutions while challenging dogmas of both the left and the right.

During the tumult of the 1960s, the American character was tested in extraordinary ways--none more pressing than the rightful clamor for civil rights in Black community. Existing laws institutionalized the second class citizenry in many quarters and courts were very unsympathetic to the obvious injustices coursing through the American experience. Laws were aplenty -- most of which served to maintain the unjust status quo. Those seeking reform had a variety of options open when challenging these wrongs. Consider the life and times of Martin Luther King, Jr. How did Dr. King arrive at a philosophy of nonviolent civil disobedience to the inequalities of his day? Why did he choose this method of structural challenge over the other options? Dr. King could have gone in very different directions. Why did he passionately urge his followers to lay down the sword, to accept suffering and humiliation rather than strike his errant and hateful neighbor, and to willingly and very humbly experience the jail cell for his alleged crimes? As King relates: "I've seen too much hate to want to hate, myself, and I've seen hate on the faces of too many sheriffs, too many white citizens' councilors, and too many Klansmen of the South to want to hate, myself; and every time I see it, I say to myself, hate is too great a burden to bear." By examining the man, his life and his work, both written and oratorical, the author concludes that Dr. Martin Luther King, Jr., was in fact a Thomist through and through. Not a Thomist on all things, but as to his understanding of law and its corresponding obligation or lack thereof, King is the ultimate Thomist. In his letters and writings, texts and speeches, King is a regular advocate of the philosophy of St. Thomas Aquinas. A reader can feel the respect that King has for Thomist principles, and in a sense, Thomism is the "antidote" against the ravages of modernity. King's theory of civil disobedience classically adheres to the teachings of St. Thomas Aquinas. Amazingly, he even tells us about his allegiance to the philosophy of St. Thomas. That is what this work is all about -- a discourse on and a discernment into the compatibility of both men and a revelation that once again, St. Thomas had the answers long before the problem ever emerged. "Summing Up: Recommended. Upper-division undergraduate, graduate, research, and professional collections." -- CHOICE Magazine

There are many ways to live a life, but one thing we know for sure through studying history, the arts, psychology, business, or nearly any field you wish is that there are certain characteristics to living a life of meaning and purpose—elements that also resonate with the founding ideals of the United States. Author Elizabeth Moro refers to these self-evident truths as the Civil Graces. The Civil Graces Project invites you to embark on a journey that has the power to transform your life and the world around you. There are many graces to choose from, and embracing a few or even one in your life can shift your perspective and bring about dramatic change. You can live your life with intention and attention, despite what might be happening in the larger context of the world. Escape the noise and live the life of your dreams. You can save the world by first examining your life and then putting these truths into practice. This self-improvement guide focuses on uniting principles that uplift us and bring us together to pursue common ground and make a more perfect union.

Composition in the University examines the required introductory course in composition within American colleges and universities. According to Sharon Crowley, the required composition course has never been conceived in the way that other introductory courses have been—as an introduction to the principles and practices of a field of study. Rather it has been constructed throughout much of its history as a site from which larger educational and ideological agendas could be advanced, and such agendas have not always served the interests of students or teachers, even though they are usually touted as programs of study that students "need." If there is a master narrative of the history of composition, it is told in the institutional attitude that has governed administration, design, and staffing of the course from its beginnings—the attitude that the universal requirement is in place in order to construct docile academic subjects. Crowley argues that due to its association with literary studies in English departments, composition instruction has been inappropriately influenced by humanist pedagogy and that modern humanism is not a satisfactory rationale for the study of writing. She examines historical attempts to reconfigure the required course in nonhumanist terms, such as the advent of communications studies during the 1940s. Crowley devotes two essays to this phenomenon, concentrating on the furor caused by the adoption of a communications program at the University of Iowa. Composition in the University concludes with a pair of essays that argue against maintenance of the universal requirement. In the last of these, Crowley envisions possible nonhumanist rationales that could be developed for vertical curricula in writing instruction, were the universal requirement not in place. Crowley presents her findings in a series of essays because she feels the history of the required composition course cannot easily be understood as a coherent narrative since understandings of the purpose of the required course have altered rapidly from decade to decade, sometimes in shockingly sudden and erratic fashion. The essays in this book are informed by Crowley's long career of teaching composition, administering a composition program, and training teachers of the required introductory course. The book also draw on experience she gained while working with committees formed by the Conference on College Composition and Communication toward implementation of the Wyoming Resolution, an attempt to better the working conditions of post-secondary teachers of writing.