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This article examines relational ways of knowing—a concept both broad and deep—as a strategy we have infused throughout our design of one first-year Living and Learning Community (LLC). As outlined here, the authors teach faith as relationship; justice as being in just relationship with others, research as the concept of putting ideas in relationship to one another, and dialogue as the commitment to remain in conversation—to build community through ongoing relationship. This model has implications for how faculty and student development professionals may integrate faith and justice in the college context integrating personal, social, and civic responsibility as one viable means to introduce students to both a disposition and a skill set, an attitude and action strategies. Key among the skills authors convey and practice are deep listening, deliberative dialogue, performance tasks that address critical thinking and writing across the disciplines, and rigorous research that involves putting sources in dialogue and applying theories to living contexts. This curriculum may help other educators design developmental, sequenced, scaffolded, and integrated learning activities to foster a disposition to “doing justice.”

Foregrounding Relationships: Using Deliberative Dialogue and Engaged Justice in a Living and Learning Community