Members of the #ListenFirst Coalition share their thoughts on how we can find common ground and reduce toxic polarization.
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TheaterWorks Hartford marks its 40th season with English, Sanaz Toossi’s Pulitzer Prize-winning play about language, identity, and belonging.
Photo by Julian Barlow
TheaterWorks Hartford Presents “English”: A Deep Dive Into Language, Culture, and Identity
Oct 14, 2025
This autumn, class is in session. TheaterWorks Hartford celebrates its 40th season with the Pulitzer Prize-winning play, “English” by Sanaz Toossi.
This heartfelt, timely piece is a co-production between TWH and Long Wharf Theater. “English” premieres in Hartford on Oct. 2 and runs through Nov. 2, 2025—before showcasing on Southern Connecticut State University’s campus in January 2026.
Audiences are transported to a classroom in Karaj, Iran, in 2008—where a group of four adults prepare to take the TOEFL (Test of English as a Foreign Language). The class’s mantra is “English Only,” which, of course, isn’t followed all the time. The play centers on these individuals and their personal reasons for needing a good test score.
“English…is a precise study of language’s significance,” stated The Guardian’s review in January 2025. “The 2023 Pulitzer prize winner slyly presents as a comedy about studying a foreign language, but eventually blooms into an evocation of grief and assimilation.”
Iranian-American Director Arya Shahi shared that an essential theme of the performance is how language influences identity, growth, and belonging.
“It is a story that is so much bigger than just one demographic…” Shahi told CT Latino News. “It is a story that applies to anybody that has ever tried to be bilingual…it speaks so beautifully to how our words are like our verbal DNA.”
Shahi highlighted how Sanaz Toossi portrays the people in “English”; how important it is that she shares the stories of five unique, complex, messy people.
He said, especially in the narrative world and in stories of underrepresented communities, there’s a tendency to clean characters up. There’s an expectation of making people “to be perfect others and representatives.”
Shahi added, “What I love about a piece like this is that it does not mention the politics of Iran once. It does not mention the stories that I thought we had to tell as Iranians.”
Instead, Sanaz Toossi tells “the story of people having to learn language, and the reasons why they’re learning the language slowly bleed into the plot. Those reasons are very personal, and they are very rooted in what these people want for their lives, which I think is the exact way you need to create a piece of art that engenders empathy rather than something that feels like advocacy or feels overtly political,” said Shahi.

Photo by Julian Barlow.
In 2023, when Shahi first heard news of “English” winning a Pulitzer, he was in rehearsal for Water for Elephants. Despite not knowing playwright Sanaz Toossi or having a chance to read the play yet—he stepped into another room and, overcome with emotion, cried for a moment.
“It was just this really powerful feeling,” Shahi shared—adding that, since he was a kid, he never thought he would see such celebration or esteem over this kind of Iranian representation. “That’s when the play entered my consciousness and my emotional system.”
Soon after, Shahi was asked by The Old Globe, where he had previously worked on a few productions, to direct “English”. He immediately said yes.
“I think I just realized that this story has a long life,” Shahi explained. “There is still so much to learn from the text. I think it’s one of the Great American Plays and I don’t say that lightly.”

Photo by Julian Barlow.
Shahi expressed excitement about directing “English” at TWH and collaborating with an entirely new cast and crew for this production. He shared that there was a moment, in rehearsal, when two actors realized how their own assumptions about the characters they were playing were changing.
“I think there are so many interpretations of these characters that could ring true, that the job of what we’re doing here in Hartford, what the job of the creative team is, is to create our version that feels the trustest extension of the people that are involved in this production,” said Shahi.
On the topic of ethnicity and nationality pertaining to the play’s cast and crew, Shahi emphasized that it’s most important to him that his team creates “a synthesis of diverse viewpoints,” and that’s solely possible when team members can bring their unique backgrounds, identities, and experiences into the production.
“Hopefully, as a director, we can create a space where everyone feels like we are being stretched and they are contributing,” said Shahi. With that said, Shahi is working with a mostly Iranian team—the first time he’s ever worked with this many Iranian individuals on a creative team before.
Shahi also spoke about the play’s creative and stunning score by Iranian sound designer and composer Bahar Royaee.
“I think the sound design in this production is absolutely, weirdly, one of the most unique things about this production,” said Shahi, who’s a musician himself. “It’s really rooted in that question, ‘As you’re trying to become something else, what happens to the old thing?’ And I am so fascinated by how we can synthesize and distort classic Iranian instruments to sound unidentifiable.”
The “English” cast includes: Neagheen Homaifar, starring as Marjan; Sahar Milani as Elham; Afsheen Misaghi as Omid; Pantea Ommi as Roya; and Anahita Monfared as Goli. The crew includes: Sadra Tehrani on set design, Dina El-Aziz on costume design, Mary Ellen Stebbins on lighting design, Bahar Royaee on sound design, and Gregory Jafari Van Acker as the casting director.
Learn more about the performance and purchase tickets at twhartford.org or by calling the box office at 860-527-7838. Tickets range from $25 to $70. The show runs for approximately 100 minutes with no intermission.
Belén Dumont is a freelance reporter and associate editor at The Fulcrum.
TheaterWorks Hartford Presents “English”: A Deep Dive Into Language, Culture, and Identity was originally published by CT Latino News and is republished with permission.
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Supporters of free speech gather in September 2025 to protest the suspension of 'Jimmy Kimmel Live!', across the street from the theater where the show is produced in Hollywood.
Why free speech rights got left out of the Constitution – and added in later via the First Amendment
Oct 14, 2025
Bipartisan agreement is rare in these politically polarized days.
But that’s just what happened in response to ABC’s suspension of “Jimmy Kimmel Live!” The suspension followed the Federal Communications Commission chairman’s threat to punish the network for Kimmel’s comments about Charlie Kirk’s alleged killer.
It lit up the media. Democrats and civil libertarians denounced the FCC chairman Brendan Carr for violating the First Amendment’s guarantee of freedom of speech. Voices on the right, including Senator Ted Cruz, joined them.
Within a week, Kimmel’s show was back on the air.
While bipartisan agreement may be rare, it’s not surprising that it came in defense of the First Amendment – and a popular TV show. A recent poll found that a whopping 90% of respondents called the First Amendment “vital,” while 64% believed it’s so close to perfection that they wouldn’t change a word.
In just 45 words, it bars Congress from establishing or preventing the free exercise of religion, interfering with the peoples’ right to assemble and petition, or abridging freedom of speech or the press.
I’m a historian and scholar of modern U.S. law and politics. Here’s the story of why this amendment – now considered fundamental to American freedom and identity – wasn’t part of the original Constitution and how it was included later on.
Added three years after the Constitution was ratified, it resulted from political compromise and a change of heart by framer James Madison.

Soured on bills of rights
Building a strong national government was the focus of Madison and the other delegates who met in Philadelphia in May 1787 to draft the Constitution.
They believed the government created by the Articles of Confederation after the colonists declared independence was dysfunctional, and the nation was disintegrating.
The government could not pay its debts, defend the frontier or protect commerce from interference by states and foreign governments.
Although Madison and the other framers aimed to create a stronger national government, they cared about protecting liberty. Many had helped create state constitutions that included pioneering bills of rights.
Madison himself played a critical role in securing passage in 1776 of the Virginia Declaration of Rights, a monument to civil liberties.
By the time the Constitutional Convention met, however, Madison had soured on such measures. During the 1780s, he had watched with alarm as state legislatures trampled on rights explicitly guaranteed by their constitutions. Bills of rights, he concluded, weren’t sufficient to protect rights.
So Madison and his colleagues put their faith in reinventing government.
No appetite to haggle
The Constitution they wrote created a government powerful enough to promote the national interests while maintaining a check on state legislatures. It also established a system of checks and balances that ensured federal power wasn’t abused.
In the convention’s waning days, delegates briefly discussed adding a bill of rights but unanimously decided against it. They had sweated through almost four months of a sweltering Philadelphia summer and were ready to go home. When Virginia’s John Rutledge noted “the extreme anxiety of many members of the Convention to bring the business to an end,” he was stating the obvious. With the Constitution in final form, few had the appetite to haggle over the provisions of a bill of rights.
That decision nearly proved fatal when the Constitution went to the states for ratification.
The new Constitution’s supporters, known as Federalists, faced fierce opposition from Anti-Federalists who charged that a powerful national government, unrestrained by a bill of rights, would inevitably lead to tyranny.
Ratification conventions in three of the most critical states – Massachusetts, New York and Virginia – were narrowly divided; ratification hung in the balance. Federalists resisted demands to make ratification contingent on amendments suggested by state conventions. But they agreed to add a bill of rights – after the Constitution was ratified and took effect.
That concession did the trick.
Harmless, possibly helpful
The three critical states ratified without condition, and by midsummer 1788, the Constitution had been approved.
However, when the First Congress met in March 1789, the Federalist majority didn’t prioritize a bill of rights. They had won and were ready to move on.
Madison, now a Federalist leader in the House of Representatives, insisted that his party keep its word. He warned that failure to do so would undermine trust in the new government and give Anti-Federalists ammunition to demand a new convention to do what Congress had left undone.
But Madison wasn’t just arguing for his party keeping its word. He had also changed his mind.
The ratification debates and Madison’s correspondence with Thomas Jefferson led him to think differently about a bill of rights. He now thought it harmless and possibly helpful. Its provisions, Madison conceded, might become “fundamental maxims of a free government” and part of “the national sentiment.” Broad popular support for a bill of rights might provide a check on government officials and how they wielded power.
Madison pushed his colleagues relentlessly. Wary of provisions that would weaken the national government, he developed a slate of amendments focused on individual rights. Ultimately, Congress approved 12 amendments – ensuring rights from freedom of speech to protection from cruel and unusual punishment – and sent them to the states for ratification.
First Amendment no cure-all
By the end of 1791, 10 of them – including the First Amendment ≠ had been ratified.
As Madison anticipated, the First Amendment wasn’t a cure for a government bent on suppressing dissent. From the Sedition Act in the 1790s to McCarthyism in the 1950s and the Trump administration’s assault on the First Amendment, government has used its awesome powers to pursue and punish critics.
On occasion, courts have intervened to protect First Amendment rights, a weapon Madison didn’t anticipate. But not always.
Perhaps the ultimate protection for First Amendment rights is “national sentiment,” as Madison suggested. Norm-breaking presidents can disregard the law, and judges may cave. But public sentiment is a powerful force, as Jimmy Kimmel can attest.
Donald Nieman is a Professor of History and Provost Emeritus, Binghamton University, State University of New York
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A new report shows how experiential learning connects civic knowledge and engagement to prepare young Americans for democracy’s future.
Getty Images, Unaihuiziphotography
Experiential Civic Learning Is Key to Reviving American Democracy
Oct 13, 2025
As a Washington state legislator, I always looked forward to stacks of letters from local high school students whose teachers tasked them with writing to a lawmaker expressing their concerns on an issue. I took extra care in replying to these letters, not only because I valued their perspectives on a range of issues but also because I knew this was almost surely the first interaction any of these students would have with an elected official. I wanted them to know that I was paying attention to their concerns—and that the democratic process could work for them.
I knew the value of demonstrating this lesson to young people because it had been so convincingly demonstrated to me in my own youth. One of the civic experiences that formed my confidence for later public service was participation in the American Legion Department of Washington’s Evergreen Boys State program. I got to spend a week with 300 fellow rising high school seniors who came together on the Central Washington University campus to simulate a state government and hear from elected officials. My peers elected me as chair of the “Federalist” Party and then as Speaker of the House. It was one of the most memorable and inspiring weeks of my life. Later, when I served in the real state legislature, I got to go back to speak at Boys State every year.
Now, a new report from scholars and civic education leaders examines the role of experiential learning in the teaching of civics. A project of an informal network called the Council on Civic Strength, the 11-member task force co-chaired by Danielle Allen of Harvard University and Elizabeth Clay Roy of Generation Citizen produced a helpful “Portrait of the Field,” as they call it, clearly and carefully explaining the benefits of learning about America’s governing institutions and practices through hands-on and interactive experiences. These would include the experience I had in the Boys State program and the correspondence I had with high school students, as well as issue debates, summer and after-school programs like the YMCA’s Youth in Government or the U.S. Chamber of Commerce’s Civics Bee, and structured meetings using parliamentary procedure, both in and out of school.
Why should we pay attention to this report? Perhaps most notably, it brings together the best thinking from leaders who at first glance seem to represent differing agendas within the civics field. They include representatives of youth engagement groups, an organization that provides classroom resources to K-12 civics and history teachers, and academic scholars from new “civic thought” programs in public universities. If there has sometimes been tension between proponents of education for civic engagement and education for civic knowledge, the Task Force on the Value of Experiential Civic Learning shows that civic engagement and civic knowledge need not be at odds; rather, they are mutually reinforcing.
The task force does an impressive job of arguing concurrently for the “knowledge, skills, dispositions, and virtues” that make up a comprehensive civic education while emphasizing the role that experiential learning can play in conveying each of these components. Rather than siloing civic experiences from the teaching of civic knowledge and foundational principles, the report makes the case for linking knowledge and experience. After all, the task force declares, the reason we pursue civic knowledge is “to support lives as responsible and effective citizens and civic participants.”
The task force presents the report as a “companion” to the Educating for American Democracy Roadmap, a framework to guide civic education throughout the states while focusing on deliberating on questions rather than prescribing specific standards or curricula. The task force also claims that the report is the first of its kind—that is, the first to offer a definition of the role experiential learning can play in civic education. The definition is this: “Education that delivers civic knowledge, civic skills, and civic dispositions and virtues that support participation in our constitutional democracy AND that is carried out by actively practicing democracy (for instance, by choice-making, decision-making, community problem-solving, negotiation, and dispute resolution), whether through real or simulated civic action.”
The task force rightly argues that student learning, not issue advocacy, is the proper purpose of this kind of education. When students are writing letters to elected officials, engaging in public forums, taking part in government simulations, or participating in debates, they begin to learn habits and skills of civic processes, allowing them to better “understand their roles and responsibilities as citizens.”
According to the report, students gain knowledge including “foundational democratic principles, the rights and responsibilities of citizens, America’s constitutional structure, and America’s role in the world.” Students also learn skills like effective communication, civil disagreement, structuring agendas, running meetings, and negotiation. This promotes virtues like respect for people across differences, “reflective patriotism,” “civic self-confidence,” civility, and courage.
The task force’s work draws inspiration from a survey of 31 school, community-based, and online civics programs. Their report acknowledges the importance of Junior ROTC, speech and debate programs, and student government programs in shaping student understanding of civic life. But the report is also clear that civic experiences, and the lessons that go with them, are not confined to course requirements or extracurricular activities associated with school. They can also take place in the community, through Scouting, Model UN, or the Boys State and Girls State programs.
If “Experiential Civic Learning for American Democracy” is, as it claims, the first paper to offer a definition for experiential civic learning, it is hardly the first to emphasize the importance of civic involvement for teaching the principles, norms, and habits of constitutional democracy. In the 1830s, Alexis de Tocqueville emphasized the ways that Americans learned to govern, such as by building things together and deliberating together in their communities—engaging in policy discussions about an array of local and national matters, building schoolhouses, or forming associations to address problems like poverty. In these ways, civic learning through civic activity has long been a form of education for people of all ages.
The 250th anniversary of American independence in 2026 should be an occasion for major new investments in civic education—both in the teaching of constitutional principles and historical context for civic life, as well as in the exposure to the practice of civic life. Young Americans need to understand the political community of which they are part—and for which they will be responsible for throughout their lifetimes. We all need civic literacy in order to think about the country, its ideals, and its future. We need civic capabilities like listening, negotiation, argumentation, and facilitation to engage effectively with our fellow citizens. And we need civic virtues like service, civility, and civic friendship to build and maintain trust with one another.
Coupled with well-formed courses of civic instruction rooted in constitutional principles and foundational American documents, experiential learning for America’s rising generations can help us to secure the future of our republic. Educators, civil society leaders, philanthropists, parents, and others who care about the preparation of citizens ought to read the fine work of the Task Force on the Value of Experiential Civic Learning and consider how they might do their part to encourage thoughtfulness, civility, and civic ambition in their respective corners of the country.
Hans Zeiger is president of the Jack Miller Center for Teaching America’s Founding Principles and History (www.jackmillercenter.org).Keep ReadingShow less
Dr. Ronnie Janoff-Bulman explores the moral roots of political polarization—and how understanding each side’s values can rebuild democratic trust.
Getty Image, MirageC
Understanding the Psychology Behind Our Political Divide
Oct 13, 2025
Why do people on the other side of the political spectrum often seem not just misinformed—but morally wrong? Why do even good-faith attempts at cross-partisan conversation so often stall or turn hostile?
These questions are not new—but in an era of social media outrage, partisan media bubbles, and eroding trust in institutions, they feel more urgent than ever. Fortunately, there is a growing body of research that helps us move beyond frustration and toward a deeper understanding of what drives our political differences—and how we might begin to bridge them.
One of the most compelling contributions to this conversation comes from Dr. Ronnie Janoff-Bulman, Professor Emerita at the University of Massachusetts Amherst and a leading scholar in the field of moral psychology. In her latest book, “The Two Moralities: Conservatives, Liberals, and the Roots of Our Political Divide,” she outlines a powerful new framework that helps explain why liberals and conservatives so often talk past each other—and why each side believes it holds the moral high ground.
On Tuesday, Oct. 21, at 1:00 p.m. ET, Dr. Janoff-Bulman will join me for a live webinar episode of The Unity Forum, a cross-partisan discussion series powered by Alumni for Freedom & Democracy. Our 45-minute conversation will explore the psychological roots of political polarization, the growing threat of authoritarianism, and how mutual moral misunderstanding continues to deepen America’s civic divide.
You can register to attend the free webinar here: https://us06web.zoom.us/webinar/register/WN_YudVkYCET9aLQEmZqBYsIg]
The Psychology of Political Morality
Dr. Janoff-Bulman's theory centers on two distinct moral frameworks: proscriptive morality, which emphasizes avoiding harm and maintaining social order (more often associated with conservatism), and prescriptive morality, which focuses on promoting well-being and social justice (more often associated with liberalism). Both moralities are deeply human—and deeply moral—but they are often in tension with each other.
This tension becomes toxic when one side views the other not as “wrong,” but as immoral—a perception that shuts down empathy, blocks dialogue, and fuels dehumanization. In this light, the deepening political divide in the U.S. is not just about policy disagreements but about fundamentally different moral lenses.
As we explore in the webinar, Dr. Janoff-Bulman argues that both sides offer vital moral contributions—and that a sustainable democracy may, in fact, depend on maintaining a balance between these two orientations. Without mutual recognition of moral legitimacy, compromise becomes weakness, and democratic systems break down.
A Path Toward Unity?
Our conversation will also touch on how media, technology, and political strategy have amplified and distorted these moral narratives. We’ll explore how many voters—especially working-class conservatives—may prioritize moral identity over economic self-interest. And we’ll ask what liberals and conservatives can do to better understand each other’s motivations without sacrificing their own principles.
Finally, we’ll close with some practical advice: how can families and communities have more productive conversations across political divides—especially during the upcoming holidays, when many of us will gather with loved ones whose views differ from our own?
Join the Conversation
The Unity Forum exists to elevate thoughtful dialogue and civil engagement across ideological lines. We believe that understanding—even without agreement—is a necessary foundation for a healthier democracy.
If you're curious about the moral roots of our political divide—or if you’re simply looking for a more constructive way to engage with difficult conversations—we invite you to join us for this important and timely discussion.
Register for the webinar at: https://us06web.zoom.us/webinar/register/WN_YudVkYCET9aLQEmZqBYsIg
Date: Tuesday, October 21st
Time: 1:00 pm ET
Location: Zoom (link provided upon registration)
Chris Malone is the host of The Unity Forum. Malone is Founder of Fidelum Group and co-author of the award-winning book, “The HUMAN Brand: How We Relate to People, Products & Companies.”
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