Sep 132016
 

A friend recently brought up an article from May’s New Yorker: The Big Uneasy. I’d read it when it was first published but revisited it with new eyes after the mention. In between, I’d read a few pieces — and posted some — on race-related topics and the unease that Nathan Heller references in his essay here about free speech on college campuses. My second read — probably more critical than the previous — left me surprised at the obliviousness of so many of the white leaders (I won’t say “intellectuals”) on college campuses. Their privilege blinds them, and it’s disappointing that they, of all people, understand the disconnect on campuses so poorly.

That the problem here is privilege is painfully clear. The activist students Heller describes (Why are we to care about their coffee flavors?) are favored in being the best and brightest, courted aggressively by elite private schools. I tried pointlessly to reconcile them with the young people of various minorities I’d taught for so many years. None of my students had the naiveté Heller described — probably because they were working class kids attending night classes at a satellite campus of a regional university rather than National Merit scholars at Columbia or Oberlin. They had no sense of entitlement — or even the notion to make demands of their school.

What my students mostly knew and the activists in Heller’s piece were painfully learning through the reality of equal opportunity in America is that the system is based on generations of white/monied privilege. As Heller puts it: “Today, [minority students] are told that they belong there, but they also must take on an extracurricular responsibility: doing the work of diversity. They move their lives to rural Ohio and perform their identities…In exchange, they’re groomed for old-school entry into the liberal upper middle class.” These students trade bringing diversity to campuses through their presence for gaining access to the same means of success that were established so long ago for well-off white men.

I think Heller condescends toward the minority characters he portrays. He paints them as young and idealistic, but he doesn’t seem to get that the old guard he describes is obtuse and privileged. At one point he uncritically posits: “Wasn’t free self-expression the whole point of social progressivism?” This is the rationale of the white leadership at Oberlin in his piece. It’s a shocking position in both its historical ignorance and its entitlement.

Of course, free speech was not a value of the Progressives. Their goal was to apply scientific and organizational principles to social problems. Their intent was to coerce and “Americanize” immigrants into a certain behaviors. These were proponents of Social Darwinism and eugenics. They weren’t at all interested in helping minorities have more of a voice in society. That educational leadership is that ignorant about this historical legacy is disappointing and discouraging.

They fail to see that the university system was intended to be exclusive and professionalization, a means of behavioral and doctrinal control. How many schools refused to enroll people of color or women for many years? And, where there were schools for African-Americans and females, the goal was to socialize them into certain ways of being — and especially to submit to the authority of white male authority figures like scholars, judges, and doctors. Be a nurse who answers to a licensed physician instead of an independent midwife — you see?

But, in Heller’s piece about Oberlin, there’s a more contemporary kind of privilege at work as well. Note what he says of Wendy Hyman, an English professor there: “Hyman started college in the eighties. Her generation, she said, protested against Tipper Gore for wanting to put warning labels on records.” When I read this, I laughed and cringed simultaneously. Hyman and I are of the same generation, but I was not involved in protests about censorship back then. Frankly, I didn’t have money to spend on much of a music collection when I was in school. The labeling fight was for kids from advantaged backgrounds — not me.

I did go to my first protest in college, however — though it was in the mid 90’s when I was finally able to finish years later. The Ku Klux Klan was having a rally where I lived on the same day as my graduation. I opted to skip the school ceremony and join the protest instead. I wasn’t driven to do so because I had lots of minority friends or because I was some flaming social justice warrior. I was a white kid raised to believe in equality and understood already that I had a stake in getting involved too. White people needed to repudiate racism. So, I did.

I don’t know how I got that and Hyman got into free speech, but my experience demonstrates that people our age were capable of knowing that equal rights and anti-discrimination were causes to get behind then — which makes it incredibly evident why we still need to champion them today. That Hyman was able to worry about getting to listen to her favorite singers drop f-bombs instead says a lot about her priorities and privilege. The need to take a stand against racism wasn’t less recognizable in the 80’s — or in the 70’s or 90’s.

It’s not just a random obtuse professor at fault here either. Hyman’s not the only one in the article with that level of obliviousness about the failure to deal with ongoing discrimination in our culture. Other instructors Heller interviewed professed activism on free speech and/or anti-war issues, but these leaders didn’t indicate a history of similarly fighting racism or sexism. Their cited causes worked to expand their privilege, not spread it around to others. It’s this problem that continues to create issues on campuses where minority students bump up against ceilings and find themselves again marginalized. They are smart enough to recognize the discrimination when they see it.

Sadly, it’s their professors who don’t seem to get it. Ironically, Heller inadvertently cuts to the heart of the problem when he says: “Generations of professors and students imagined the university to be a temple for productive challenge and perpetually questioned certainties.” Apparently, that was all well and good when the challenges were against in loco parentis or censorship. Today’s educational elite, which remains predominately white and male, seems oblivious to the fact that their certainties — like that free speech is the heart of college exchanges — might be questioned too — or worse: wrong.

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 Posted by at 9:49 am
Sep 052016
 

The Atlantic ran another article this past week about safe spaces and free speech on college campuses. I generally think the to-do about these matters is overblown, but among “educational elites” this is a thing. After news got out about the University of Chicago’s letter to incoming students regarding the topic, concerned parties weighed in again — hence, the piece in The Atlantic.

Reading it, my takeaway — and I’m sure it was entirely not intended — was that much of this “debate” is fueled by poor scholarship and educational failure. As described by Dr. Levinovitz in the essay, the participants seem to have ideas about higher education that I find disturbing and perplexing. Safe space proponents, he says, insult and undermine discussion; meanwhile, he maintains you have to offend and have antagonistic exchanges to develop minds. Both approaches are negative and suggest the core issue is an altogether different thing than the points of debate. I don’t think the problem is free speech or censorship, so much as it is a failure of our academics to provide proper training in learned exchanges.

Levinovitz argues against safe spaces and then (ironically) complains that students don’t feel safe to share their opinions, especially on their religious convictions, in his Religious Studies classes. I wonder if he is confused about the purpose of his academic offerings or thinks that he is teaching Christian Apologia 101 rather than Intro to Religion. Religious Studies is not theology; it’s purpose is to understand varieties of religious thought — not to learn how to argue your faith. That the professor cannot appreciate the difference between the two is troubling and begs the question as to how he can instruct students in critical analysis of religious topics and teach them to approach the topic with sophistication.

Really, why would students debate their religious beliefs in an academic environment? Isn’t the obvious purpose of studying religious thought different than that? You don’t need to go to college to learn to espouse your beliefs. WordPress is glad to host a blog for you to do just that on your own, and there are safe spaces — churches, temples, etc — where you are free to make statements of faith to your heart’s content. The purpose of studying religion in higher education is of a different sort: it’s to learn, through reading and analysis of different religious writings, to understand a variety of sacred thought and culture.

Frankly, no one gives a shit what a nineteen year old who has never studied a topic before thinks about it. The point of education is to expose students to different ideas and teach them to analyze those takes so they can have well-formulated positions. Professors should be exposing students to thinking in their disciplines and teaching them to critically approach their topics — not encouraging them to profess their uneducated opinions. If an instructor is doing the latter instead of the former, they fail their students and their professional responsibilities. Worry first about your students having informed insights before you worry about where they will have the freedom to say them (and they may just be able to swing the last part for themselves — as the current kerfuffle shows).

I fear for the state of higher education if professors do so poorly in “teaching” their students, and, again, one need not attend a university to learn to shout down those with differing opinions, so they fail too if they aren’t teaching students how to debate issues with respect — and evidence.* The first day of every one of my classes includes setting ground rules of civility and welcoming participation. It’s part of my role as instructor to facilitate that and ensure that the class succeeds in it.

Where will students learn to be collegial if not in college? Differences of intellectual thought are normal and require practice to handle well. Training is necessary, and that includes in how to engage learnedly. Educated debate is most definitely not — as Levinovitz asserts — combat, nor it is a violent activity. My God, if you think it’s that, you are doing it wrong and should never be training novices in the way that they should go. First, do no intellectual harm, sir. Civility should be essential in any good education.

A combative view of ideological differences and discussion is a recent plague in our society, and from Levinovitz’s description, it appears common on both sides of the free speech/safe space debate. Disrespectful discourse indicates a failure of higher education in America doing what it exists to do. Our professors apparently do not know better, regrettably, and are not (or cannot) teach their students what they do not know to do. It seems we lack the shared value of respect toward others, and I oppose that. If we cannot hold each other in regard in our differences, safe spaces are not the solution — it’s reform of the educators charged with training us to do it.

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*As opposed to making random biased assumptions not based on evidence like that there is a correlation between those who complain the “loudest” about the need for safe spaces and bitching about the cultural appropriation of yoga. Is there an actual study proving this connection? Who would fund that? I mostly need to know because I have actual research that needs funding and that source apparently gives money to any old “inquiry.”