The academy can be a safe, useful place to learn from and for experiences that occur outside of it. Studies incorporating these experiences become relevant to and transformative for the lives of the participants, both teachers and students. Detailed analyses of two cases reveal the skills, attitudes, policies, and circumstances that make such studies successful. These include improvisation, collaboration, flexibility, the acknowledgement of uncertainty, and the acceptance of unpredictability. We suggest that these conditions of experientially meaningful academic dialogue are also the virtues of association among citizens in a deliberative democracy.
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