My Davidson | A Student Blog Fostering Deliberative Discourse in a Liberal Arts Education

As a Senior Admission Fellow, I often find myself answering questions about the sociopolitical climate at Davidson. It makes sense that prospective students are curious—I can see how Davidson’s geographical location and liberal arts curriculum can provoke such questions. 

I arrived in the U.S. not too long ago. It’s only been three years since I left Pakistan to pursue a double major in Philosophy and Economics here at Davidson. I, too, remember coming in with questions regarding the “purpleness” of Davidson’s culture. Now, as a senior, I can confidently say that the political climate at Davidson College is nuanced, but that the deliberative discourse that this school fosters makes Davidson what it is: an institution where dialogue is an integral part of the learning process. 

At the beginning of my sophomore year, I joined the Deliberative Citizenship Initiative (DCI) as a Fellow and, under the guidance of Prof. Graham Bullock, worked closely with students from acrossthe political spectrum. Through the DCI, I became trained in facilitation and led “D-Teams” where community members, students, and faculty participated in small group discussions. I learned quickly that the goal of the DCI was not necessarily to walk away from difficult conversations in perfect agreement with your peers, but rather to practice the art of respectful dialogue. As a facilitator, I reminded deliberators of the importance of adhering to the DCI’s several conversation agreements—such as to “demonstrate intellectual humility, recognizing that no one has all the answers, by asking questions and making space for others to do the same.” 

I noticed quickly how the essence of the DCI translated to academic settings. In my “Economics of Gender & Family” class with Prof. Angela Cools, a considerable portion of my grade consisted of deliberative assessments. For example, for one particular assessment, our class deliberated on the use of artificial intelligence in hiring processes, such as resume screenings. Never before had I been graded on how well I could hold a respectful, meaningful conversation—it was a truly novel experience.  

Outside of the classroom, I often attend faculty-led discussions in informal settings. “Commons Conversations,” for example, are round table discussions hosted by professors of various departments at Commons Dining Hall. Just this past week, I found myself at the Economics lunch table, exchanging ideas with professors about moral responsibility and the South Asian diaspora in the U.S., to name a few! 

Deliberative discourse at Davidson goes beyond just the presence of student-led political organizations—it is very much embedded in the culture of Davidson as a whole. My three years here have allowed me to interact with students from every corner of the world as well as from around the U.S. My professors have challenged me to think divergently and to ask difficult questions. My friends value me not because we tend to agree on everything, but because we tend not to. The spirit of discourse has proven to persist in all facets of my life at Davidson, whether it be when I’m writing pieces for the school newspaper, The Davidsonian, or chatting with my three flatmates at our apartment in Armfield Residence Hall. 

As I progress through my senior year, I feel fortunate to be graduating from an institution that has ignited my passion for deliberation. College, I believe, should be a space that pushes you to consider alternative worldviews and develop a sense of intellectual humility. My time at Davidson has prepared me to interact meaningfully with people from all walks of life.