Defining Our Terms.

You are probably more familiar with terms like bipartisan, or non-partisan, but neither of those quite describe our vision:

• We are not “bipartisan,” because we believe there are more than two perspectives on almost any topic.

• We are not “non-partisan,” because “non-partisan” connotes apathy and disengagement, and we want to promote investment and intellectual grappling.

We adapted the term “multipartisan” from “multi-partial,” a term from the mediation world used in lieu of “impartial.” Mediators are often challenged to appear invested in, and caring toward, the parties, while not exhibiting partiality toward one party or another. “Multi-partial” suggests that the mediator is on the side of every party equally, and that they are invested in a just outcome satisfying to all.

We use “multipartisan” — and not “multi-partial” — because we see the classroom not as a space where students or teachers should be “partial” to every perspective, but rather a space where all perspectives can be explored with rigor and respect.

Disagreement is one of the most powerful learning tools out there. We are not interested in disagreement just for disagreement’s sake. Rather, we see disagreement, facilitated constructively, as a tool to enhance the learning experience of every classroom participant, professors included.

Disagreeing constructively means to disagree

• for a reason you can articulate

• with a goal in mind

• in a respectful and curious manner.

The following do not fall under the category of constructive disagreement:

• Ad hominem attacks

• Intentional provocation

• Disregard for evidence in favor of emotion or ideology

Classrooms are meant to be laboratories of learning, where ideas are explored, discovered, considered, and tested. We focus on disagreement in the classroom — helping professors to foster disagreement, and students to do so curiously and respectfully — because that is where learning comes from.

Curiosity is a term that has not yet been co-opted by a political party or agenda. It inspires images like a six-year-old looking into her first microscope, or a young teenager peppering his parents with questions about the history of a castle. Curiosity evokes love of learning, excitement, wonder, and open-mindedness — all aspects of a successful learning environment.

To learn more about the research which supports our approach, visit our Why Curiosity page.