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utsfl:classroom:seminars:pba120h [2017/08/15 14:20] – 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.** Asking questions is important for several reasons: it shows you care and are willing to hear what the other person has to say; it keeps the other person in the conversation; |
+ | |||
+ | > " | ||
+ | |||
+ | Questions make people //think//. They make the wheels start turning in someone' | ||
< | < | ||
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"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' | "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' | ||
</ | </ | ||
+ | |||
==== Tell Stories ==== | ==== Tell Stories ==== | ||
+ | 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 the speaker connect with the audience and making it much more likely that the audience will agree with the speaker’s point of view." - Carmine Gallo((Author of //Talk Like TED//. Quote source: https:// | ||
+ | For instance, some people can have a hard time grasping the reality that the single-celled zygote produced through fertilization is a human being. How can something so very small, and something that looks very different from a born human, be equal to you and I? Using an analogy called "the Polaroid analogy" | ||
+ | < | ||
- | ==== A Picture is Worth a Thousand Words ==== | + | Insert Tikvah' |
+ | |||
+ | </ | ||
+ | ==== Give Evidence | ||
One of the reasons that we use abortion victim photography in all of our projects is because the images present // | One of the reasons that we use abortion victim photography in all of our projects is because the images present // | ||
- | < | ||
- | So this week, I took one of our “Choice” cards, which depict a first trimester aborted fetus, | + | < |
- | He took the card, eyes widening. He didn’t say a word for close to a minute, except | + | After about another ten minutes of engaging in discussion, he brought up the image, and said: "You’re a smart guy with great arguments, but **nothing you said to me compares |
- | + | ||
- | 'I guess deep down, we all know it’s wrong,' | + | |
</ | </ | ||
- | |||
===== The Three Types of People We Encounter | ===== The Three Types of People We Encounter | ||
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==== Educating the Ignorant ==== | ==== Educating the Ignorant ==== | ||
- | Some people are simply 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 ==== | ==== 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 // | 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 // | ||
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- Ask gentle, open-ended **questions.** | - Ask gentle, open-ended **questions.** | ||
- " | - " | ||
- | - Listen well. | + | - **Listen** well. |
- Listen with the intent to understand--not with the intent to respond. | - 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 their heart, a chance to be listened to; and if the person brings up the difficult experiences that have led them to support abortion, we can address those experiences and help the person to accept the truth. | + | 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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When we seek to understand, we find ourselves amidst profoundly beautiful opportunities to build up the brokenhearted, | When we seek to understand, we find ourselves amidst profoundly beautiful opportunities to build up the brokenhearted, | ||
</ | </ | ||
- | |||
==== Inspiring the Apathetic ==== | ==== 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:// |