In an era increasingly defined by sharp ideological divides and fraught public discourse, the ability to engage in productive conversations about contentious issues has become a critical, yet elusive, skill. Where discussions on anything beyond superficial topics frequently devolve into emotional outbursts, hurt feelings, and severed relationships, the search for effective communication models is more urgent than ever. Recognizing this pressing societal challenge, the School for Ethics and Global Leadership (SEGL) has pioneered an innovative approach: "growth discourse." This framework, designed for high school juniors, aims to equip the next generation with the tools to navigate complex ethical dilemmas and foster meaningful dialogue, rather than merely maintain a fragile civility.
Founded in 2009 by Noah Bopp, who continues to serve as its Head of School, SEGL is a semester-long residential program that convenes students from diverse backgrounds across the United States. Its curriculum is meticulously crafted to emphasize ethical thinking skills, leadership development, and international affairs, all with the overarching mission of empowering students to become agents of positive change in the world. A cornerstone of this ambitious program is growth discourse, a methodology that actively prepares students for robust conversations on subjects many adults would shy away from. The framework’s guidelines, lauded for their straightforwardness, acknowledge the profound role emotions and vulnerability play in such exchanges, while simultaneously championing the courage and honesty required to advance understanding. This balance suggests a potential for wider adoption, offering a replicable model for educators seeking to elevate classroom discussions.
Bopp recently elaborated on the origins and mechanics of this transformative model, highlighting its distinction from conventional approaches to "civil discourse." He explained that while civility is often the stated goal, it can sometimes be perceived as a superficial expectation, particularly when individuals feel deeply about an issue. "The motivation for doing it is in the title," Bopp stated. "A lot of people are talking about civil discourse these days. But some people are asking, Why do I need to be civil in a time like this? We believe discourse that helps you grow is essential to our meaningful lives and is also central to a functioning civic ensemble." This re-framing shifts the pedagogical mindset: for students, the objective becomes personal and intellectual growth through engagement, regardless of whether the conversation is easy; for teachers, the goal transcends mere politeness, focusing instead on facilitating genuine learning and development.
Addressing the Nuance of "Bothsidesism"
A crucial aspect of SEGL’s mission is to "convene and mentor students who have different values, viewpoints, experiences, and identities." The growth discourse model is inherently designed to embrace and encourage these differences. However, this commitment raises an important question: how does SEGL avoid the pitfalls of "bothsidesism," a journalistic and educational practice that can mistakenly present opposing viewpoints as equally valid, even when one lacks factual basis or ethical grounding? This phenomenon, increasingly scrutinized in media literacy circles, risks legitimizing misinformation or harmful ideologies by granting them equal footing with well-evidenced positions.
Bopp clarified SEGL’s nuanced stance: "SEGL is nonpartisan. SEGL is not neutral." He provided clear examples: "We don’t say, ‘The Holocaust, good or bad, you decide,’ right? We don’t say in our science classrooms, ‘Climate change, is that real or not real?’" Instead, SEGL focuses on equipping students with critical thinking skills to evaluate arguments when reasonable, educated people genuinely disagree. When such disagreement exists, the school encourages students to explore the strongest possible arguments from different sides, then critically assess their own position. The emphasis is firmly on how to think, not what to think. Bopp underscored the danger of shortcutting the critical thinking process, warning that it makes individuals susceptible to "demagogues," of which he noted there are many in the contemporary world. This approach aligns with broader educational trends emphasizing media literacy and the capacity to discern credible information from propaganda, a skill deemed vital for informed citizenship in democratic societies.
The Foundational Principles of Growth Discourse
The efficacy of SEGL’s growth discourse framework rests upon several core principles, each meticulously designed to foster an environment conducive to challenging yet productive dialogue.
Begin with Belonging
The bedrock of any effective discourse, particularly on sensitive topics, is a profound sense of belonging among all participants. SEGL actively cultivates this by directly stating its importance, embedding it within their discourse guidelines, and implementing activities that encourage students to share their identities and personal histories. This proactive approach ensures that every student feels valued and secure enough to voice their perspectives. Furthermore, SEGL intentionally builds a diverse community, both among its students and faculty, encompassing a wide range of backgrounds and viewpoints. Bopp emphasized the critical role of diversity: "If we have a really homogenous group of students, it’s very hard for us to address a difficult topic like Trump’s immigration policy, right? Because we’re going to get similar views and some students are going to feel excluded. But if I can set up an environment where I have students who represent many different backgrounds and many different points of view, and I show those students that they all belong here, then I can create an environment where those students are not on edge when we’re having these conversations." This principle acknowledges that a diverse range of perspectives is not merely desirable but essential for robust and comprehensive ethical exploration.
Value Intent and Impact
In discussions of sensitive issues, miscommunication or unintended offense is common. This often leads to debates about whether the speaker’s intent or the listener’s impact is more important. Growth discourse posits that both are crucial. Bopp elucidated this delicate balance: "If I use, Oh, I’m so sorry, that wasn’t my intent, as if it’s a get out of jail free card, I probably need to do some reflection on the impact I’m having on others. On the other end of the scale, for me to assign a motive to another human being solely based on what that person made me feel, I am at least being unreflective and incurious." This principle encourages self-reflection on the part of the speaker regarding the consequences of their words, while simultaneously urging listeners to practice empathy and curiosity rather than immediately assuming malicious intent. It promotes a higher level of meta-cognition in communication, moving beyond simplistic blame to foster mutual understanding and accountability.
Avoid Echo Chambers
Human psychology often gravitates towards comfort, leading individuals to seek out those who share similar beliefs. While this can provide validation and support, exclusive engagement within such "echo chambers" severely limits intellectual and personal growth. SEGL actively challenges this tendency. Bopp explained that while seeking out like-minded individuals is natural, the purpose at SEGL is not to disengage from challenging dialogues, but rather to strategize for re-engagement. This principle directly confronts the growing problem of social and political polarization, which is often exacerbated by algorithms that reinforce existing biases. By encouraging students to step outside their comfort zones and critically engage with differing viewpoints, growth discourse aims to build resilience against intellectual insularity and cultivate a broader, more nuanced understanding of complex issues.
Follow the STAR Model
Inspired by Harvard’s Project Zero Thinking Routines, SEGL adapted a critical thinking model known as STAR, which guides students through a structured process to ensure full understanding before judgment. This model, central to practical application of growth discourse, is illustrated in sample lesson plans demonstrating its utility in diverse classroom scenarios.
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SEE: This initial stage emphasizes comprehensive observation and understanding. "The most important part of the STAR model is to make sure you are seeing something as fully as you can before you decide what to think about it, before you make a judgment," Bopp explained. Key questions include: "What can I see? What can I understand before I judge? What do the experts say? What voices are missing from this conversation? How can we find those voices before we decide what we think?" This phase is crucial for developing intellectual humility and a holistic perspective, preventing premature conclusions based on incomplete information or confirmation bias.
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THINK: After thoroughly "seeing" an issue, students are prompted to form their own reasoned opinions. "Ultimately, and particularly as a leader, you do have to decide, what do I think about this situation? Is it good? Is it bad? Is it right? Is it wrong?" This stage moves beyond passive observation to active intellectual processing, encouraging students to synthesize information and construct their own ethical and logical frameworks.
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ACT: This is a significant addition by SEGL to the original Project Zero framework, underscoring the program’s emphasis on leadership and real-world impact. "Once you decide what you think—and this is a major addition we made to the Project Zero curriculum—as leaders, we have to decide what to do, how to act. We have to decide, do we vote for or do we vote against? Do we cheat on the test? Do we not cheat on the test? Do we lie to protect our friend or do we tell the truth? We have to act in the world." This component bridges theory with practice, compelling students to translate their ethical reasoning into concrete actions and understand the implications of their choices.
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REFLECT: The final stage involves critical self-assessment. "We want to reflect on what we just did. Did we like it? Did we not like it? What was the response that we got? What might we do next time?" The reflective process is cyclical, with the "R" in STAR feeding back into the "S" for future situations, fostering continuous learning and adaptation. This iterative loop ensures that each experience, whether successful or challenging, becomes a building block for improved future engagement.
Advice for Educators: Implementing Growth Discourse
For teachers inspired to adopt the growth discourse model in their own classrooms, Noah Bopp offers practical guidance rooted in SEGL’s extensive experience. First, he advises starting small and building trust incrementally. Introducing complex, highly polarized topics without prior groundwork can be counterproductive. Instead, educators should begin with less contentious issues, gradually increasing the complexity as students become more comfortable with the framework and with each other. This phased approach allows students to develop the necessary skills and confidence in a low-stakes environment.
Second, Bopp stresses the importance of modeling the desired behavior. Teachers themselves must exemplify the principles of growth discourse—active listening, valuing both intent and impact, intellectual curiosity, and a willingness to be vulnerable. When educators demonstrate these qualities, students are more likely to internalize and emulate them. This includes acknowledging one’s own biases and demonstrating an open mind during discussions.
Finally, he recommends consistent reinforcement of the principles and the STAR model. Growth discourse is not a one-time lesson but an ongoing practice that requires regular integration into the curriculum. By consistently referring back to the guidelines and using the STAR framework for various academic and ethical discussions, teachers can embed these critical thinking and communication habits into their students’ learning processes. This consistent application helps students develop a meta-cognitive awareness of their own thinking and communication patterns.
Cultivating the Potential for Good: A Vision of Optimism
Despite the current climate of intense societal division, Bopp maintains a strong sense of optimism regarding humanity’s capacity to overcome these challenges through education. Citing Plato’s Republic, he articulated his belief: "Education is not about putting sight into blind eyes." He elaborated, "The effective educator assumes that the power to learn is already present in the soul of the learner. And that means the goal of the educator is to give the learner places to look and questions to ask." This philosophy underpins SEGL’s approach, positing that students inherently possess a capacity for ethical reasoning and positive action.
Bopp expressed profound faith that by exposing students to the complex challenges facing the world ("places to look") and equipping them with universal ethical questions ("questions to ask"), the innate goodness within each individual will be revealed. "I have enormous faith that if we can give students places to look—the current challenges that face our world—and questions to ask, which are the classic ethical questions that cross culture and time and age and language, that the goodness that is already present in the learner will be uncovered." He concluded, acknowledging a potential naiveté but affirming its utility: "I have a fundamental belief in the goodness of every human being. Maybe that’s naive. But it sure helps me as a teacher and it sure helps me these days."
This hopeful outlook resonates with broader educational philosophies that view learning as a process of unlocking potential rather than simply depositing knowledge. In a world grappling with complex, interconnected problems, SEGL’s growth discourse offers a pragmatic and inspiring pathway forward. By nurturing critical thinking, empathy, and courageous dialogue, it seeks to cultivate a generation of leaders capable of navigating differences, fostering understanding, and ultimately, creating a more cohesive and just global community. For educators and institutions interested in implementing or adapting this powerful framework, SEGL faculty stand ready to offer support, demonstrating a commitment to extending the reach of growth discourse beyond their own campus. Further engagement can be initiated through their official website or by contacting Noah Bopp directly.
