Authentic Dialogue Research Articles

Storytelling and Arts to Facilitate Community Capacity Building for Urban Planning and Social Work

Creating social connections and fostering engagement in communities is a growing challenge for community work. Planners, social workers, and community activists are starting to look towards the arts and storytelling as a way to promote community capacity. A community in Lopez Island, Washington, facing sustainable housing and agricultural issues brought in a two-day storytelling and theatre program to build capacity for their ecosocial work. This research describes facilitator engagement methodology and pilots a community capacity survey to evaluate the experience of workshop participants. Preliminary results show that the storytelling program makes strides in deepening connections to others and generating authentic dialogue. Participants reported both positive experiences of building trust and negative feelings of vulnerability. As funding can be a major barrier for community groups to incorporate arts programs, this research introduces a preliminary survey that communities can adapt and improve upon to help them start gathering evidence-based data for assessing measures of community capacity. Though the facilitators brought unique theatrical and choreographic skills to the programming, planners and social workers can take away for practice a simple storytelling exercise that participants enthusiastically expressed fostered listening, trust, and connection.

From Information Overload to a Dialogical Corporate Culture

This paper presents a case study that demonstrates how the organization development (OD) intervention of appreciative inquiry can be used to improve employee communication through positive discourse and employee engagement in a large fertilizer company that operates in Finland and 50 other countries. Analysis of interview data collected through focus group discussions shows how focusing on the positive, drawing on the strengths of the company, and genuine future orientation may support employee engagement and knowledge sharing. The results of this study demonstrate that a genuine appreciative dialogue consists of constructive feedback, face-to-face communication, and the feeling of being heard and appreciated as a member of an organization. Furthermore, the results show that appreciative dialogue created positive energy and enhanced Appreciative Intelligence® that could be channeled into organizational transformation and innovation. The study contributes to organizational theory and communication literature by emphasizing the benefits of an appreciative approach to developing organizational communication and authentic dialogue.

„Język jest domostwem bycia” (M. Heidegger). System rodziny jako przestrzeń dialogicznej relacji

The article presents the family system as a space for dialogue. The text focuses both on the reality of the family, as a special community of persons in multiple interactions, and on linguistic structures and means of expression that contain potential, dialogical and communicative application. It is essential to reflect on the conditions which will ensure that the interpersonal relationships of the members of the family system are reflected in a genuine, authentic dialogue.

Dari Kesaksian Iman ke Simbiosis Agama: Meninjau Konsep Dialog Calvin E. Shenk Bagi Perjumpaan Islam-Kristen di Maluku

This study aims to analyse the thoughts of Calvin E. Shenk, a Christian missiologist, who criticized the concept of tripolar typology in the reality of religious pluralism, which was seen as reducing Christian faith. Calvin E. Shenk offers the idea of authentic dialogue, dialogue is as a form of witness of faith. However, Shenk's thoughts cannot simply be applied in the reality of encounters between Muslims and Christians in Maluku, which only emerged from the religious conflict of in 1999-2004. Both the analysis of Shenk's thoughts and the analysis of the context of religious presentation in Maluku, uses the approach of literature study in qualitative research methods. Finally, this study offers a dialogue paradigm in the context of interfaith relations in Maluku that embraces the uniqueness of each religion, including the praxis of the witness of faith, but does not neglect an important dimension that all religions need each other, and that is the symbiosis of religion.

3rd Revenue Management & Pricing in Services Conference (2019 RevME Europe) 2–3 December, Ecole hôtelière de Lausanne, Switzerland

On 2 December–3 December, more than 100 industry experts and scholars attended the 3rd Revenue Management & Pricing in Services Conference (2019 RevMe Europe), which was hosted by the Ecole hoteliere de Lausanne in Switzerland. The theme of this year’s conference centered on artificial intelligence and data analytics for revenue management. The conference provided an excellent platform for an authentic dialogue between educators, researchers, hoteliers, and technology providers in revenue management (RM). Key comments from participants focused on the diverse set of interesting speakers and the perfect blend of academics and practitioners. All participants actively engaged in discussions, and all sessions were stimulating and thought-provoking. Academics presented the various approaches to RM education and research on RM, and practitioners provided insightful feedback to academics for their future research and the future RM curriculum. The outcomes of this conference initiated further discussions among participants and several new projects on RM.

Contemporary dialogue with the employer. Selected trends in the labour market

The author of the article shows the emerging need to build an authentic dialogue and bilateral relationship between a modern employer and their employees. The basis and justified context for formulating such a statement is the analysis of dynamic changes in the sphere of human work and their professional biographies, the new dimension of which is clearly marked in the area of the modern environment of the organization. To confirm her considerations, the author of the article gives the results of the research presented in the Deloitte Global Human Capital Trends 2019 Report (N = 10,000, 2019), referring to changes and challenges organizations will face in the future, especially in relation to the staff. In summary, the topics of educational and professional aspirations of young people, academic counselling and the importance of education in preparing young people to occupy modern roles in the contract with the employer are also taken up.

Kellogg Foundation CEO to Deliver Convocation Address

Back to table of contents Previous article Next article Association NewsFull AccessKellogg Foundation CEO to Deliver Convocation AddressMark MoranMark MoranSearch for more papers by this authorPublished Online:8 Feb 2019https://doi.org/10.1176/appi.pn.2019.2b6AbstractThe Kellogg Foundation CEO has a message of racial healing through dialogue that should resonate with psychiatrists.La June Montgomery Tabron, president and CEO of the W.K. Kellogg Foundation, believes racial healing needs to be rooted in relationship building and shared experience.The Kellogg Foundation CEO has a message of racial healing through dialogue that should resonate with psychiatrists.W.K. Kellogg FoundationThat’s why she also believes psychiatrists have a unique role in addressing disparities and building racial reconciliation. She’ll bring that message to the APA Annual Meeting in San Francisco when she delivers this year’s William C. Menninger Memorial Convocation Lecture, titled, “Psychiatric Leadership to Expand Equity and Well-Being.”Tabron’s address will take place at the Convocation of Distinguished Fellows on Monday, May 20, in the Moscone Center.In comments to Psychiatric News, Tabron said that the founder of the Kellogg Foundation, Will Keith Kellogg, recognized that for children to thrive, adults from every sector of society had to take an active role in removing the barriers to their health and well-being. “Children are at the heart of everything we undertake at the Kellogg Foundation,” she said. “But too many children live in families and communities where racism is a persistent obstacle to health, education, employment, and economic viability. Psychiatrists are in a unique position to recognize the interplay between these circumstances and well-being—physical, mental, economic, and social—and to bring their insight and leadership into addressing community challenges.”As the head of the Kellogg Foundation, Tabron leads its work to support vulnerable children and working families and create conditions necessary for children to thrive. She has played a leadership role in the foundation’s racial equity, diversity, and inclusion work for more than two decades—both internally through work with its board and staff and externally through its work with grantees, partners, and vendors.She helped develop the Truth, Racial Healing, and Transformation (THRT) project, a national and place-based process launched by the Kellogg Foundation in 2016 to bring about a sustainable transformation and address the historic and contemporary effects and consequences of racism.“Our framework for racial equity begins with healing, and healing is deeply relational work,” Tabron told Psychiatric News. “If we want to change society so that it contributes to the health and well-being of more people, racial healing is a good place to begin. Healing lays the groundwork for expanding equity and engaging leaders from every sector into creating the society our children deserve.”APA President Altha Stewart, M.D., said Tabron’s message of racial transformation through dialogue is one that is consistent with her focus during her presidential term on diversity, equity, and inclusion in the practice of psychiatry. Stewart said that Tabron’s message will especially resonate with APA members and others in attendance who have witnessed recent challenges related to the policies and services provided to vulnerable populations—women, children, racial and ethnic minority groups, immigrants, prisoners, and transgender individuals.“Ms. Tabron has been a remarkable and transformational leader at the Kellogg Foundation, bringing people together in communities and creating a space for authentic dialogue, which we as psychiatrists know is the foundation of healing,” she said. “We welcome her as the keynote speaker at our meeting this year in San Francisco and look forward to hearing her message of a role for psychiatry in improving the nation’s health and emotional well-being.”As a community and civic leader, Tabron serves on the Detroit Workforce Development Board, the Board of Directors of the Alumni Association of the University of Michigan, and the Kalamazoo Chapter of the Links Inc. She also serves on the boards of Battle Creek Community Health Partners, Bronson Healthcare Group, and the Kellogg Company. She chairs the W.K. Kellogg Foundation Trust.Tabron holds a bachelor’s degree in business administration from the University of Michigan–Ann Arbor and a master’s degree in business administration from the Kellogg Graduate School of Management at Northwestern University. She received an honorary doctorate of humane letters from Marygrove College in Detroit and an honorary doctorate from Union Institute and University. She is a certified public accountant and certified management accountant licensed in Michigan. She is also a graduate of the inaugural class of the Council on Foundations’ Career Pathways Program.The W.K. Kellogg Foundation was founded in 1930 as an independent, private foundation by breakfast cereal pioneer Will Keith Kellogg and is among the largest philanthropic foundations in the United States. ■The Convocation of Distinguished Fellows will be held Monday, May 20, from 5:30 p.m. to 6:30 p.m. in Hall F, Exhibition Level, Moscone North. ISSUES NewArchived

A Catholic Perspective on Law School Diversity Requirements

“Diversity” is a polarizing concept in American politics. I argue that under current legal education guidelines and policies, it is a concept that is Ill-defined, clumsily implemented, and often justified on grounds that have been rejected by the US Supreme Court. My quarrel is not with the underlying perception that cultural pluralism is increasing both here and abroad, nor with the idea that such pluralism can be the entry point to a more just and peaceful world. My quarrel is with the legal academy’s embrace of what others have called “check-the-box diversity” with little to no attention to viewpoint diversity and authentic dialogue. This is evidenced by both the development of a grievance culture on campus as well as a dangerous refusal to engage ideas and arguments that differ from the dominate liberal worldview. Sadly there is little to no evidence that Catholic law schools differ from their secular counterparts in this area. This should not be so, given the guidance of the Vatican’s Congregation for Catholic Education on multicultural dialogue. By embracing the Church’s approach to educating students in a multi-cultural society, I argue that Catholic law schools could and should become places of authentic dialogue, cultural appreciation and reform, and a more universal understanding of justice and the role law can play in responding to the challenges of our time.

Music as a Tool for Integral Formation in the University. A Proposal of Education in the Meeting

INTRODUCTION. The most recent research carried out by psychology, pedagogy and philosophy has established that the contribution provided by musical training for an integral and harmonious development of the human being is of paramount importance due to the uniqueness and specific results it offers. The present work takes as an initial reference the poetics of musical structures for the sake of developing methodologies of training focused on the human being. The essence of this proposal underlies an authentic dialogue between different areas of knowledge and the structuring of strategies centered on the human being. OBJECTIVES. The main objective of this study is to propose from the position of a dialogical vision of university education the experience of a methodology centered on music as a means of provoking and arousing the dynamics of encounter, which provides the student with a comprehensive training experience. The secondary objective is to analyze the internal consistency and the validity of the construct “Music for Encounters” (ME), and the satisfaction of the students with implemented Methodology. METHOD. The activity is carried out in the manner typical of the university students for the Master’s Degree in Teaching at the Francisco de Vitoria University. The data are processed based on indicators of reliability, such as Alpha de Cronbach, as well as descriptive analysis, correlational analysis and exploratory factor analysis (AFE). RESULTS. The results show more satisfactory internal consistency indices (a general reliability of 0.886). The correlations between the factors of the instruments are significant and high. The AFE seems to indicate the presence of a single construct based on two correlated factors. The satisfaction of the students is very high (M = 5.6, SD = 0.6 out of 6). DISCUSSION. These results seem to show the adequate measurement of the ME construct in university students, based on the instrument of measurement developed for this purpose and their satisfaction with the methodology implemented. Keywords: innovation, dialogical practices, teaching methodology, music, education.

“I Think You Mean …” Potential Perils of Teacher Paraphrasing and Alternative Responses for Student Engagement

The present article highlights teacher paraphrasing, a response habit that can hinder student problem solving, authentic classroom dialogue, and promotion of a democratic classroom. Specifically, it discusses reasons teachers may have for paraphrasing student comments, along with potential impediments for student learning. Alternative response behaviors are proposed for encouraging student discussion, creativity, and self-evaluation: listening, wait-time, nonverbal behaviors, acknowledgment, asking for elaboration, and using student ideas.

Lessons learned in marine governance: Case studies of marine spatial planning practice in the U.S.

Marine spatial planning (MSP) is an approach to marine governance and the management of marine space requiring extensive stakeholder participation and interagency and inter-organizational cooperation. While a rich literature and set of practitioner guidance on MSP has developed, few studies include empirical research or identify lessons learned based on practitioner experience. The authors conducted three case studies of MSP in Washington, San Francisco Bay, and Rhode Island, U.S., including 50 practitioner and stakeholder interviews, to identify practitioners’ lessons learned regarding stakeholder participation and inter-organizational cooperation. Findings were then shared with 43 practitioners at an MSP workshop to ensure lessons resonated with a broader practitioner community. The authors found that practitioners had learned the importance of using both formal and informal stakeholder participation methods; leveraging pre-existing relationships as a foundation for MSP; and setting and managing the expectations of both stakeholders and agency partners. Results point to the effectiveness of using pre-existing stakeholder forums to build informal authentic dialogue between participants, rather than establishing new advisory bodies to support MSP. Further, pre-existing groups and other pre-existing relationships and communication networks are an important source of social capital for MSP. Last, clear communication and transparency are important in setting and managing stakeholders’ and agency partners’ expectations for MSP. This paper concludes with recommendations for further empirical research into practitioners’ MSP experience, particularly in the U.S., and for a new generation of practitioner guidance based on research and including practical strategies to help practitioners work within the real-world constraints of politics and budgets.

Sjeta religije i zov demokracije

The author is of the opinion that his problematics focuses on the fact that many people have deprived themselves of emphatising with authentic border situations. As though the the category of people who, regardless of their thought formation, rejects any backing from god who is not beforehand an ally of humanity as they perceive it, is growing. The person is a growing perfection (S. G. Jung) so dial one gains and does not loose in colliding with the fire of God. Freedom appears as the possibility of freedom and is not reducible to choice. Monotheistic religions will loose their stride if they do noi ready themselves for an authentic dialogue amongst themselves. The coping with interconfessional relationships is a precise measure of cultural differences in contemporary society: if they are not reflected in a negative manner on these relationships than these differences are minimal. Democracy manifests itself through the prism of two concepts of politics: (a) the nihilistic-misanthropic and authoritarian and (b) the andiropological-humanistic and democratic concept. Three myths of the communist ideological and political formation give way before three myths of societies of transition.

Analysis of Face to Face Interactions in an Action-Oriented Textbook of Italian FL: A New Challenge?

The objective of this article is to analyze the listening exercises in a textbook for foreigners learning Italian with an action-oriented approach. The analysis, based on a sample consisting of one authentic dialog and one semi-authentic one, on a domestic topic, was carried out using tools from conversation analysis. Although the authentic dialog, thanks to the presence of superposition, pauses and self-interruptions, is much richer on the conversational plane than the dialog constructed ad hoc, even the latter contains some pleasant surprises. In fact, as a freely performed dialog, at times it has elements of the spontaneity typical of face-to-face speech. As for the use of an authentic dialog, recorded with the consent of the speakers, this results, in our opinion, in a new scenario, as it legitimizes the possibility of using input from real life in the classroom, without having to renounce the spontaneity of spoken interactions, given that the presence of the observer does not create a false context, but simply creates a new context that must be studied as such.

Analisi del parlato faccia a faccia in un manuale di italiano lingua straniera orientato all'azione: verso nuove sfide?

The objective of this article is to analyze the listening exercises in a textbook for foreigners learning Italian with an action-oriented approach. The analysis, based on a sample consisting of one authentic dialog and one semi-authentic one, on a domestic topic, was carried out using tools from conversation analysis. Although the authentic dialog, thanks to the presence of superposition, pauses and self-interruptions, is much richer on the conversational plane than the dialog constructed ad hoc, even the latter contains some pleasant surprises. In fact, as a freely performed dialog, at times it has elements of the spontaneity typical of face-to-face speech. As for the use of an authentic dialog, recorded with the consent of the speakers, this results, in our opinion, in a new scenario, as it legitimizes the possibility of using input from real life in the classroom, without having to renounce the spontaneity of spoken interactions, given that the presence of the observer does not create a false context, but simply creates a new context that must be studied as such.

BOOK CLUBS: BUILDING A LEARNING COMMUNITY AND IMPROVING LITERACY FOR UNDER-PERFORMING STUDENTS

Although literature has extensively documented the stereotypes of developing learning communities in schools through book clubs - especially to improve literacy - little is revealed about varied indicators of improvements, such as student selfidentification, authentic dialogues, and transforming small groups into learning communities. This paper presents research findings that seek to explore the effect of book clubs on improving literacy and building a learning community among seventh-grade, under-performing students in Canada. This paper is contextualized through a thorough review of related literature and discussion of findings from classroom observations, and students’ interviews. This paper indicates a positive, causal relationship between using a book club as a learning tool and building a learning community, to improving literacy.

Conformity in a 'Canned Course': The Suppression of Authentic Dialogue in Graded Online Discussion Forums

The recent shift to online learning environments in higher education has elicited complex issues pertaining to student demographics, course structure and content, and the instructor’s role. In this paper, I explore tensions that I have experienced as an online teaching assistant of an upper-level undergraduate arts course in a mid-size North American university. I am required to adhere to a predetermined course rubric in marking students’ assignments, and all instances of students’ engagement in the course are assessed according to this rubric. I therefore uncomfortably embody a primarily evaluative role. I argue that the assessment of students’ online discussion forum, especially, impacts their ability to engage in authentic dialogue, forcing them to adhere to hegemonic academic standards of structure and content in their responses.

Religiões e religiosidade: o desafio de conhecer e reconhecer o outro

Discursos que valorizam a pluralidade religiosa convivem, em varios contextos, com acoes de humilhacao, exclusao, violencia e tentativa de eliminacao de grupos religiosos. Comprometido com tais questoes, este texto analisa o desconhecimento que existe sobre as religioes, mesmo quando ha convivencia entre as pessoas, ressalta a urgencia deste reconhecimento e discute o papel que deveria ser exercido pela escola. O primeiro item apresenta interacoes entre professores e alunos em diferentes instituicoes de Ensino Superior no Brasil e nos Estados Unidos. Essas situacoes expressam ora desconhecimento e dificuldade de aceitar o outro, ora reconhecimento da religiao do outro como tendo igual valor, espiritualidade e relevância. O segundo item traz dois filosofos cuja obra tem importante impacto na producao academica, nos movimentos sociais e em uma educacao concebida como construcao de comunidade: Martin Buber, sua concepcao de religiao e religiosidade e a compreensao do reconhecimento do outro e sua alteridade como engajamento responsavel, ato etico singular; e Abraham Heschel, sua visao do homem, sua paixao pela verdade e a procura humana de Deus. A analise dos seus textos convida a trazer Paulo Freire. O terceiro item reflete sobre o que pode ser feito na escola, em especial na formacao. E como educar os educadores? Como construir dialogo autentico? Como aceitar e educar o ser humano como pessoa ( mensch ), tecendo o entre nos e os outros, confiando na humanidade do homem, no vinculo e no dialogo interreligioso?

Anadiplosis in Shakespearean Drama

A complex definition of the figure, anadiplosis, develops in the tradition that runs from ancient Greek and Roman rhetoricians up to sixteenth-century continental rhetorical theorists such as Susenbrotus. Drawing on and enriching this tradition, the English rhetoricians of Shakespeare's day defined the figure as the repetition of the word or words with which one phrase or line ends, at or near the beginning of the succeeding phrase or line. A series of anadiploses was understood to make for a gradatio (or climax). Having been schooled in these and other definitions of the tropes and figures, Shakespeare implements anadiplosis, as well as the rhetoricians’ rich metaphorical description of it, in his text. In so doing, he enhances his representation of people who are impassioned, thoughtful, witty, deranged, and ridiculous. In keeping with the rhetoricians’ recognition of the polysemy of the figure, Shakespeare also implements this figure to narrate events and make some of them seem inevitable (usually in history and tragedy) and others unlikely (usually in comedy). The Shakespearean script also frequently includes dialogic anadiplosis: the sharing of the figure by two speakers. In this form, it plays a significant role in Shakespeare's creation of authentic dialogue.

Developing personalised outcome measures (POMs) in a child health population

Introduction: The UK is developing new models of care1,2; delivering better outcomes while using resources more efficiently. New models of care require smarter commissioning that moves away from pathways and instead commissions for outcomes. There are insufficient meaningful outcome metrics to support effective healthcare commissioning for children and young people (CYP).3 Patient-reported experience measures (PREMs) are extensively used in the NHS but are designed by the system to elicit patient feedback. In contrast, personalised outcome measures (POMs) are co-developed with the population, reflecting patient priorities. Practice change implemented: We have developed a whole-population segmentation4 approach to commissioning for CYP and are developing robust outcome measures in partnership with children and their families for two segments: the healthy child and acutely mild/moderately unwell child. Aim and theory of change: We are developing POMs for CYP with a primary aim of creating a tool to inform commissioning and planning of new models of care and a secondary benefit of growing the culture of patient-centred care. Our process involves the following stages: 1. Create valid segments 2. Identify patients representative of those segments 3. Create the setting (workshops) for authentic dialogue 4. Design measure 5. Test measure 6. Implement measure in new model of care 7. Observe impact of new model on measure Targeted population and stakeholders: These POMs are for CYPs and families, the health professionals in child health and the commissioners and policy makers and budget holders. Timeline: - Preparatory phase March ‘16 – Feb ‘17 - POM development March – May ‘17 - Dissemination of findings June – August ‘17 Highlights: Innovation – POMs represent a significant shift from process and proxy measures of disease towards what matters to patients, against which care can be commissioned, evaluated and improved. However, they are not widely used within the health setting and have never been applied to child health populations. Impact – to put the patient at the centre of what we do Outcomes – valid, meaningful measures of CYP healthcare Sustainability: These POMs are designed to have long-term validity across the NHS and beyond. Transferability: The work will develop POMs that can be used anywhere in the UK and internationally. Importantly, the methodology will also be transferable to adult populations too. Conclusions: This work lays the foundations for effective CYP commissioning by developing population segments with meaningful metrics: clinical, activity and POMs. It supports the move to the capitated payment approaches seen within accountable care organisations. There is a pressing need for efficient utilisation of health care resource and POMs enable us to keep patients at the centre of care delivered. Discussions: How does CYP integrated care differ from adult integrated care? How can we adjust for bias of those who will engage with co-development? Lessons learned: Children can be engaged meaningfully in the development of integrated healthcare systems and delivery. Commissioning against outcomes must include POMs if it is to be meaningful. Our whole-population segmentation provides an important framework around which to develop patient-centred care.

Letting Our Values and History Guide Us: Inspiration for Libraries From Myles Horton

In the aftermath of the horrifying racist marches, violence, and murder at the University of Virginia at Charlottesville in August 2017, people across the country have looked to history and shared values to help them clear their heads and find ways to move America forward. In explaining his decision to take down a statue of Robert E. Lee from Duke University’s campus, president Vincent E. Price argued that removing the statue was a way to express Duke’s institutional values, including a “commitment to justice, not discrimination; to civil protest, not violence; to authentic dialogue, not rhetoric; and to empathy, not hatred” (Price, 2017). The presidents and boards of the American Library Association, Public Library Association, and the Association of College and Research Libraries have published similar anti-hate statements. ACRL’s Board asserted that “ACRL is unwavering in its long-standing commitment to free exchange of different viewpoints, but what happened in Charlottesville was not that; instead, it was terrorism masquerading as free expression” (Morales, 2017). As this statement confirms, our shared professional values were developed over time and provide us with a guide on how to respond when all we want to do is react. Ideas on how to educate in order to grow democracy have also stayed remarkably constant over time. The foundations of experiential education were first popularized by John Dewey with the publication of Democracy and Education in 1916. Critical educators working in the 1930s and 40s expanded on experiential education as they examined education through the lens of critical theory to develop critical pedagogy. One of these critical educators was Myles Horton, co-founder of the Highlander Folk School in Tennessee. Highlander was founded in 1932 as a community folk school and training center to provide free adult education to rural Appalachian communities on everything from life skills and reading to community building and grassroots activism. Horton worked with the uneducated and largely illiterate people of Tennessee first in the labor movement and later in the civil rights movement. Highlander activists’ record of success is awe-inspiring as they played an instrumental role in the growth of worker and civil rights throughout the South. To name only a few examples, Rosa Parks attended trainings at Highlander months before she ignited the Montgomery Bus Boycott and Martin Luther King, Jr. first heard Pete Seeger (a Highlander regular) sing “We Shall Overcome” at Highlander’s 25th Anniversary Celebration (Horton, Kohl, & Kohl, 1998). Horton’s focus on popular, adult community education is not only inspiring but also instructive for libraries as we serve and educate our communities—whether they are public, academic, or school communities—during this time of deep political divides and strife.