What gives life meaning? How should we treat people who disagree with us? Why do some people suffer? What does it mean to belong? Why do bad things happen to good people?
Such universal questions, which have no concrete answers, allow for an exploratory mindset and dialogue that prompts new ideas and perspectives—organically leading to a deeper understanding of those engaged in the conversation.
This experiential approach is at the heart of The Shared Questions Project which recently received a $5000 grant from the Utah Cooperation Cohort (UCC). The humanities-based dialogue initiative is the brainchild of Claire Adams, a SLCC associate professor of Humanities and International Studies and the interim associate dean of Humanities and Languages.
The purpose of the UCC grant is to foster understanding across political, religious, cultural, and ideological differences through engagement with students, faculty, staff, and community members.
"Claire's proposal really impressed the committee members and was the best fit with the letter and spirit of the UCC initiative. Plus, she has a great track record of staging this kind of dialogue-based project," says committee chair David Hubert, Associate Provost, Learning Advancement.
The grant opportunity is a result of a partnership with the Utah System of Higher Education (USHE), the University of Utah, and the nonprofit Interfaith America. All USHE institutions are participating.
Learning to Listen, Not Just Respond
Adams points out that many efforts meant to increase understanding are rooted in talking and often measured by whether participants remain polite and civil.
"Yet people still walk away unmoved in their minds, stuck on one definitive answer, and nothing in the discussion has prompted curiosity or a deeper understanding of each other," explains Adams.
That is why her Shared Questions Project focuses on big questions that lack concrete answers. Rather than focusing on back-and-forth responses that highlight differences, the project seeks to create shared experiences through dialogue and exploration of ideas.
This approach is designed to create meaningful interactions among individuals who might not otherwise engage with one another and increase community connection. Adams incorporates similar methods into her classes through scenarios and simulations; she has seen firsthand how students' skills in listening, dialogue, and solution-oriented thinking evolve. She has also seen students' "jaws drop" as they learn new things about the "other" or assumptions they've been making.
"Humanities looks at how people have tried to make sense of the world," says Adams.
"They are building skills to be a good human that they will take into their careers, whether it is as a middle-school teacher, a policy maker, or a member of the legislature," says Adams. "It is about listening to understand, not listening to respond."
With support from two additional faculty members, Adams will lead The Shared Questions Project through a series of workshops during the Spring 2027 semester. The initiative will be a collaborative effort involving faculty, students, campus leaders, and community partners.