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utsfl:classroom:seminars:pba120h [2017/08/14 12:34] – mmccann | utsfl:classroom:seminars:pba120h [2024/01/14 18:54] (current) – [Inspiring the Apathetic] mmccann | ||
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====== PBA120H: How to Effectively Dialogue About Pre-Born Human Rights ====== | ====== PBA120H: How to Effectively Dialogue About Pre-Born Human Rights ====== | ||
- | FIXME Include more mock-dialogue | + | FIXME need a bank of role-playing scenarios, e.g. real things an interlocutor might say, personas, user stories to help facilitate role-playing |
+ | - Bridging the Gap | ||
+ | - Three-question apologetic | ||
+ | - Practice conversations | ||
+ | - Demo | ||
+ | - Pairs | ||
+ | - Small group conversations and critique | ||
===== Integrating Head, Heart, and Hands: The Ambassador Model ===== | ===== Integrating Head, Heart, and Hands: The Ambassador Model ===== | ||
According to Aristotle, [[http:// | According to Aristotle, [[http:// | ||
+ | {{ : | ||
Another way to think about this is through Stand to Reason’s [[http:// | Another way to think about this is through Stand to Reason’s [[http:// | ||
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**Wisdom in Dialogue: Being // | **Wisdom in Dialogue: Being // | ||
- | Abortion advocates may ask a question that is designed to make the pro-lifer defend herself. It is important for the pro-lifer to remember the abortion advocate supports killing innocent children and that’s the position that should be challenged. A wise pro-life apologist will avoid getting distracted by tangential issues brought up by an abortion-advocate, | + | Abortion advocates may ask a question that is designed to make the pro-lifer defend herself. |
Here is a **dialogue example** from when the local media in St. Catharine' | Here is a **dialogue example** from when the local media in St. Catharine' | ||
- | " | + | " |
- | + | ||
- | ' | + | |
For more examples of how to be proactive rather than reactive, check out this [[https:// | For more examples of how to be proactive rather than reactive, check out this [[https:// | ||
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What if, instead of asserting an answer, your first friend takes out a sheet of paper and works out the problem with you, step by step? Now would you believe her? Yes, because she has shown you //how// she got to that answer. Now you can understand the problem, and the answer, for yourself. | What if, instead of asserting an answer, your first friend takes out a sheet of paper and works out the problem with you, step by step? Now would you believe her? Yes, because she has shown you //how// she got to that answer. Now you can understand the problem, and the answer, for yourself. | ||
- | The principle that applies to math-tutoring also applies to pro-life dialogue: **Show, don't tell.** We need to give people //reasons// and // | + | The principle that applies to math-tutoring also applies to pro-life dialogue: **Show, don't tell.** We need to give people //reasons// and // |
==== Ask Questions ==== | ==== Ask Questions ==== | ||
- | | + | One of the most important aspects of pro-life dialogue is **asking |
- | | + | |
+ | > " | ||
+ | Questions make people //think//. They make the wheels start turning in someone' | ||
- | ==== Tell Stories ==== | + | < |
- | ==== A Picture is Worth a Thousand Words ==== | + | "I once dialogued with a university student who, when asked what he thought about abortion, said he supported it. I asked a follow-up question and he declaratively said, 'I have news for you--they' |
+ | </ | ||
- | > "There is a road from the eye to the heart." | ||
- | One of the reasons | + | ==== Tell Stories ==== |
- | <note> "Some time ago after a pro-life presentation, I swung by the Macs down the street from my house with a friend. My friend asked the cashier, a middle-aged Indian fellow, what he thought about abortion. //Pro-choice//, was the answer. | + | |
+ | Stories are powerful because people can relate to stories. Stories paint a picture in people' | ||
+ | > "Tell stories to reach people’s hearts and minds. Brain scans reveal that stories stimulate and engage the human brain, helping | ||
+ | For instance, some people can have a hard time grasping | ||
- | So this week, I took one of our “Choice” cards, which depict a first trimester aborted fetus, and went back to the Macs. ' | + | < |
- | He took the card, eyes widening. He didn’t say a word for close to a minute, except to murmur, “Wow. Wow.” Like so many other Canadians, he’d never seen what abortion does to a human being in the womb. Like so many other Canadians, his illusions were shattered when he did. | + | Insert Tikvah' |
- | 'I guess deep down, we all know it’s wrong, he said finally. 'We humans, we do such terrible things to each other. We must learn how to love better.' | ||
</ | </ | ||
+ | ==== Give Evidence ==== | ||
+ | One of the reasons that we use abortion victim photography in all of our projects is because the images present // | ||
- | ===== Bridging from the Head to the Heart ===== | + | < |
- | Heart apologetics? | + | |
- | On branching from head to heart: http://www.unmaskingchoice.ca/blog/2013/10/07/ignorant-or-denial | + | After about another ten minutes of engaging in discussion, he brought up the image, and said: " |
+ | </ | ||
- | - Understand | + | ===== The Three Types of People We Encounter |
- | - Love | + | |
- | - Inspire | + | |
- | Head questions ask //what// someone believes, heart questions ask //why// someone believes what they believe. | + | ==== Educating the Ignorant ==== |
+ | Some people are simply ignorant concerning the truth about abortion, or support it without critically thinking about the issue. By presenting the truth to them in a compelling way, we can often see them shift their views right in front of us--if not change their minds completely. By showing images of abortion victims and by communicating the humanity and human rights of the pre-born, we can educate the uninformed and the misinformed. | ||
+ | |||
+ | ==== Loving the Wounded ==== | ||
> “Whom you would change, you must first love, and they must know that you love them.” - Martin Luther King Jr. | > “Whom you would change, you must first love, and they must know that you love them.” - Martin Luther King Jr. | ||
+ | Although the pro-life position is simple and logical, some people will not be persuaded by the most rational arguments and evidence. Some people remain hostile or closed-off. Often, when no argument is getting through to an individual, it may be that he is not // | ||
+ | |||
+ | With Canada’s history littered with the corpses of over 4 million pre-born children, we shouldn’t be surprised. We are bringing a difficult truth to a deeply wounded culture. A whole lot of people we speak with aren’t merely defending a pro-abortion worldview in theory; they are defending their very selves, or their loved ones—their pasts, their deadly choices. When ignorant persons hears a pro-life argument, they are enlightened--a reaction of the head. But when those in denial hear a pro-life argument, they are agitated--a reaction of the heart. This different reaction necessitates a // | ||
+ | |||
+ | It is here where the pro-lifer must learn to master the art of **branching from the head to the heart**. " | ||
+ | - Ask gentle, open-ended **questions.** | ||
+ | - " | ||
+ | - **Listen** well. | ||
+ | - Listen with the intent to understand--not with the intent to respond. | ||
+ | |||
+ | When we seek to understand, we can give the other person a chance to open her heart, a chance to be listened to; and if the person brings up the difficult experiences that have led her to support abortion, we can address those experiences and help the person to accept the truth. | ||
< | < | ||
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</ | </ | ||
+ | ==== Inspiring the Apathetic ==== | ||
+ | FIXME a story? Inspiring people to take action? | ||
+ | |||
+ | https:// | ||
+ | - shifting someone' | ||
+ | |||
+ | https:// | ||
===== Role-Playing ===== | ===== Role-Playing ===== | ||
Role-play is a critical part of dialogue. | Role-play is a critical part of dialogue. | ||
- | FIXME instructions for role-playing on 100-level circumstances type issues, good exercises | + | FIXME instructions for role-playing on 100-level circumstances type issues, good exercises. --> Oriyana will provide some prompts |
- | FIXME more detailed notes, like TRTL " | + | * etc. |
- | + | ||
- | Western Lifeline' | + | |
- | * https:// | + | |
- | + | ||
- | + | ||
- | * Respond appropriately: | + | |
- | * etc. | + | |
* http:// | * http:// | ||
* http:// | * http:// | ||
* http:// | * http:// |