In partnership with the Global Education Benchmark Group (GEBG), global studies coordinator and history teacher Ingrid Herskind works to develop intercultural dialogue skills among students both at Flintridge Prep and around the world. As part of this effort, she wrote the introduction to the recently published “Intercultural Dialogue: A Field Guide for Educators & Schools,” providing practical guidance for educators.

Flintridge Prep is one of 22 GEBG Leading Partner Schools, and Herskind works with students in the GEBG Student Leadership Council to facilitate dialogues that emphasize active listening, empathy, and mutual understanding. “Dialogues put students into the position of active leaders,” says Herskind. “They are the ones asking questions, guiding the conversation, and creating a space where everyone can share their perspectives.” Last year, the group planned and led two United States history dialogues for students involved with GEBG. The first discussion was about big government versus small government and the second was about the modern ramifications of Reconstruction.

Sophia Zhong ’25, one of the student leaders, describes dialogues as “facilitated conversations where we are not trying to argue our point. We are trying to learn about other people, where they come from, what ideas they have, and why they believe what they do.”

The importance of Ground Rules

“As teenagers, we’re still learning. We need to know we’re in a space where we won’t be judged by what we say, so I think it’s important to have ground rules, like to be respectful and treat others as you would want to be treated,” says Arek Kedeshian ’25, another dialogue leader.

Dialogue vs. Debate

“In a debate, you go in with a more combative mindset—that you’re right and the other person is wrong. This makes both sides defensive. You have to go in [to a dialogue] with an open mind to listen,” says Sophia.

Arek agrees, “We encourage participants to remember that you’re not there to change people’s minds, but to understand why they believe the way they do. This keeps the focus on the topic rather than the person.”

Students leading dialogues see many benefits. “You can empathize with people from different places, even when you have little shared life experience. You learn to understand that people think differently from you, and that’s okay,” says Sophia.

Listen without going on the attack. I ask my students, ’Are you listening to talk, or are you listening to understand?’ If we can continue to have civil discourse in rocky times, then I think we have succeeded.” 

—Ingrid Herskind, Global Studies Coordinator, history faculty

You learn to understand that people think differently from you, and that’s okay,” says Sophia. “We try to get people to understand the other side of an issue,” says Arek. “Instead of dissing someone’s beliefs, we ask questions, such as ’what personal experiences shaped your belief on this?’ People tend to focus on the black and white of an issue, but a dialogue allows us to focus on the gray areas.”

What is the Structure of a Dialogue?

1. Introduction

Before a dialogue begins, students watch an introductory video on the topic to give everybody baseline knowledge.

2. Guiding Questions 

Student leaders decide on central questions.

3. Dialogue

The dialogue lasts for about 20-30 minutes.

4. Final Discussion

Students debrief on what they learned and found surprising.

This story originally appeared in the summer 2024 issue of Perspectives magazine.