My interests in parrhesia, empathy, and social justice combine to form the basis of my approach to teaching within the tradition of eloquentia perfeta, or speaking and writing well for the greater good. My teaching focuses on ethical uses of rhetoric and power, supporting a pedagogical approach that challenges systems of injustice and promotes critical rhetorical action amongst students. As an educator at a Jesuit institution, I have adopted the principles of care, reflection, solidarity, and empowered learning within my teaching to support the tools and mindsets necessary to promote social justice.
Cura Personalis
An ethic of care infuses my teaching, manifesting as care for students, self, colleagues, community, and the world at large. In many of my classes, I ask students to engage in practices of empathy as the basis for deeper understanding across difference and to inspire rhetorical work that benefits others and/or the community at large. Active listening, Nonviolent Communication, mindfulness, reflection, and other contemplative practices are part of this work, which then serve as the basis for students’ rhetorical action in the world.
Reflection and Discernment
The goal of education is to promote engaged, active citizens who can think critically on their own and make choices that support justice-based democratic practices in our shared civic domain. To promote independent thinking and ethical discernment, my teaching offers many instances of reflection for students, including invention work that stimulates thinking, mindfulness practices, journaling, and metacognitive reflection on writing or revising choices. Reflecting on actions, identity, choices, vocation, and ethical stance offers students lifelong tools to navigate a complex and deeply interconnected world, as well as supporting their educational and avocational goals.
Solidarity with and for Others
As students practice care and empathy for those in the world beyond the classroom, they often feel a sense of solidarity with others that their rhetorical actions might then support. My teaching encourages students to consider diverse perspectives, highlighting areas where power imbalances exist, with a challenge to use their rhetorical skills to confront injustices in the world. This work is undertaken from the perspective of solidarity, working with or alongside others, in order to promote active, engaged citizens who recognize their interconnected agency within the public sphere.
Empowered Learning
In order to critically think through and arrive at their own values, students in my classes are asked to question their assumptions and create knowledge collaboratively. My classrooms are highly student-centered, with students taking the lead in discussions, contributing content to the course, collaborating on projects, and engaging in small group analysis during class time. I see myself as a disciplinary expert and facilitator of activities that promote independent and collaborative learning amongst students so that students come away from my courses with an understanding not only of the content of the course, but also with the means of continuing their learning and deploying their critical thinking skills beyond the classroom.
Renea Frey 