RUTHFULLY YOURS

The president of Rutgers University in New Jersey defended the free speech rights of three faculty members who have recently come under intense criticism for their comments on Israel and Jews.https://www.algemeiner.com/2017/11/20/rutgers-president-defends-academic-freedom-of-three-professors-blasted-for-comments-on-israel-jews/

Speaking in a town hall sponsored by the Rutgers student government on Thursday, President Robert Barchi noted ongoing media attention focused on Michael Chikindas, a microbiology professor who published multiple antisemitic, homophobic and misogynistic social media posts; Jasbir Puar, a women’s studies professor whose latest book accuses Israel of injuring Palestinians “in order to control them”; and Mazen Adi, an adjunct professor of international law who accused Israeli officials of trafficking children’s organs while serving as a spokesperson for the regime of Syrian President Bashar al-Assad.

Barchi began his address by illustrating the difference between free speech and harassment, noting that placing “a swastika on the side of a building on campus” would not be a violation of the First Amendment, even if it might breach university policies against vandalism.

His argument drew an objection from a woman in the crowd, who said to applause, “it is not free speech.”

Since our universities have become intellectual black holes—dead stars which no longer radiate light but instead suck enlightenment into darkness by the irresistible gravitational pull of their collapse—little wonder that whatever they have to say about their own history and slavery is mere obscurantism. But Princeton, for the moment, wins the palm and the laurel for militant ignorance. Here’s an educational institution that, more than any other, could boast of giving us our Constitution and Bill of Rights. Instead, it is engaged in today’s apparently gratifying (if perverse) self-flagellation of counting the ways in which it was complicit with slavery—minor, compared with the ways in which it gave us our liberty.

Yes, lots of slave-owning Southerners attended the College of New Jersey in its early days. And yes, the university’s first six presidents, from the time of its foundation in 1746, owned slaves—not astonishing when you consider that New Jersey did not abolish slavery until 1804, and that even such a vehement abolitionist as John Jay, a founder of the New York Manumission (anti-slavery) Society, also owned a slave or two at one point in his life. America was—to its everlasting shame—a slave-owning republic, until the northern states outlawed it out of a sense of justice and then fought a Civil War to extirpate it from the rest of the nation—not, as W.E. B. Du Bois rightly says, to assert states’ rights, or to adjust borders, but simply out of the moral recognition that slavery was wrong.

Every slave-owning Founding Father knew that it was wrong, including Thomas Jefferson, who wrote into the Declaration of Independence the immortal words that all men are created equal and endowed by their Creator with the unalienable right to liberty, and who wrote later in his life that “When the measure of [the slaves’] tears shall be full, when their groans shall have involved heaven itself in darkness, doubtless a god of justice will awaken to their distress, and . . . by his exterminating thunder, manifest his attention to the things of this world, and that they are not to be left to the guidance of a blind fatality.” And so He did, with His terrible swift sword.

One of those early Princeton presidents—the sixth, John Witherspoon, a signer of the Declaration of Independence—was a Scotch Presbyterian minister who brought to these shores the Scottish Enlightenment that also produced Adam Smith and David Hume, and that bristled with a belief in independence of thought and conscience and radical republicanism. And to whom did this great man impart these beliefs? None other than his favorite pupil, Virginia slave-owner James Madison, who went back home to the Piedmont on fire with the idea of liberty of conscience, an idea that, it so happened, ends only in political liberty for the intellectually consistent, as Madison emphatically was. And so Madison sat in his library overlooking the Blue Ridge Mountains, reading history and political philosophy, until he arrived at the Constitutional Convention of 1787 with a fully formed plan for the Constitution—which, with remarkable political flexibility, he was able to compromise into something that all the representatives could sign and all the states ratify. And when he understood, as leader of the first Congress under the new Constitution, how avid was the nation’s thirst for a Bill of Rights, he wrote one, and passed it through the legislature, sorry that he hadn’t made it his first piece of business.

‘You’re a racist white supremacist!” a Williams College student shouted at Christina Hoff Sommers, after she finished a recent campus talk on feminism.

To their credit, a handful of students responded to Ms. Sommers’s talk with challenging questions and cogent criticisms. But insults, rants and meltdowns consumed the majority of the question-and-answer session. As president of Uncomfortable Learning, a student group that invites controversial speakers to campus, I did my best to moderate.

After one student activist shouted “f— you!” at the speaker, an administrator seemed to affirm the heckler’s veto, signaling to me with a timeout gesture that it was time to end the event. In an effort to give as many students as possible a chance to engage the speaker, I approached the administrator and negotiated another 15 minutes for questions. But the remainder of the Q&A consisted mostly of bellicose rhetoric and long-winded stories of personal trauma, many of which had little to do with the topic at hand. Ms. Sommers, a scholar at the American Enterprise Institute and critic of third-wave feminism, endured such “questioning” for more than an hour.

As a college senior eager to engage in lively debate, I’m disappointed in students who used this event as an opportunity to taunt and disparage a speaker who made every effort to engage in good faith. Although many student activists at Williams seem hostile to conservative ideas, I believe all of my peers are capable of disagreeing without being disagreeable.

But college administrators aren’t much help. Since Ms. Sommers’s talk at Williams, my college’s president, Adam Falk, has characterized the event as a success. He wrote in the Washington Post this week that “our students listened closely, then responded with challenging questions and in some cases blunt critiques.”

That grossly misrepresents what happened. During Ms. Sommers’s talk, many students did not “listen closely.” Instead, they acted disruptively by mocking her and snickering derisively throughout her entire speech.

For each “challenging question,” there were at least five personal attacks, directed either at her or at me for inviting her. One student started yelling aggressively, blaming me for his parents’ qualms about his sexual orientation. His rant lasted for at least five minutes. Other students stood up and exclaimed that they were better than the speaker because she was “stupid, harmful, and white supremacist.”

Shortly after the event, I heard from several friends that many members of the Black Student Union want nothing to do with me or other black students associated with Uncomfortable Learning. I expect this kind of recrimination. But I can’t speak for other students who’ve told me they worry about how their interest in my group may affect their relationship with their black classmates.

This article originally appeared at Minding the Campus on October 18, 2017.

Once many years ago I spoke to an Army recruiter who tried to convince me that I would learn many valuable skills in the military, including how to jump from helicopters. I was puzzled. How exactly was learning to jump from a helicopter a valuable skill? He explained that I could then qualify for a career as a flame jumper fighting wildfires.

I passed up that career in favor of the far more practical training in social anthropology. But sometimes it seems I still ended up in the business of jumping into burning terrain. Attempting to make sense of the claims and counterclaims in the debates over free speech strikes me as something like smokejumping. The destination is often obscure, the heat is intense, and the goal keeps changing.

I have good friends in Santa Rosa and don’t mean my metaphor to diminish the awful reality of the devastating California fires. But the image has some purpose. Here, there, and then suddenly over there on a distant ridge, the wildfires burst to life. So too the assaults on intellectual freedom.

I have been working on a larger project in which I attempt to reframe many of the current controversies about free speech by looking at the psychological and anthropological aspects of verbal defiance and transgression. As part of that project, I have been looking over recent examples and attempting to draw distinctions between what we should, perhaps with gritted teeth, accept as provocative speech that still must be tolerated, and speech that “crosses the line” into what should not be tolerated. Not everyone will agree with the lines I’ve drawn. It is easiest, of course, to draw fire from those who profess a doctrine of “no lines.” But as an anthropologist, I know that “no lines” is a fiction. All societies have them. The real questions are Where are they drawn? Who draws them? How are they maintained?

Heckling Democrats at Whittier

On October 5, Whittier College in California hosted an event titled, “A Conversation with the Attorney General,” which was intended to be an hour-long Q & A session with California Attorney General Xavier Becerra. The event, open to the public, had been organized by Ian Calderon, a Democrat and majority leader of the California State Assembly. Becerra has been in the news for his public opposition to President Trump’s positions on Deferred Action for Childhood Arrivals (DACA) which deals with the legal standing of the approximately 800,000 individuals in the United States who arrived here illegally as children.

The Q & A session took an unexpected turn. About a dozen pro-Trump hecklers showed up and attempted to shout down Becerra and the other speakers. They didn’t succeed in derailing the event, but they impeded it. This is apparently not the first time that pro-Trump protesters have disrupted events put on by elected officials, but it is, as far as I know, the first time it has happened as part of an organized campus event. A key figure and possibly the organizer of the Whittier protest is Arthur Schaper, who has publicly boasted of his role in disrupting other public events involving Democratic speakers. FIRE, which reported the Whittier incident, quotes Schaper as saying:

“I am prepared to be an uncivil civilian, and I don’t care who’s offended. Civility, accommodation, and playing nice with Republican and Democratically elected officials is over. … Making America great again is not about placating and pleasing everyone, but standing up for what is right, even if it means disrupting a few tea parties.”

Stanley Kurtz, writing at National Review Online, responded to the FIRE report and the accompanying video of the protest with distress. Kurtz noted that many have warned that the “leftist campus disruptors” were endangering their own rights by creating a precedent that right-wing activists could copy. That’s exactly what happened at Whittier on October 5. A small consolation is that the protesters included few if any students. This was a mob of partisans from off campus. That doesn’t absolve the college for its failure to maintain order, but it means that the eventuality of heckling from both political extremes among students hasn’t yet materialized.

Lest there be any ambiguity about this, the National Association of Scholars strongly condemns the shout-down of Attorney General Becerra at Whittier College. The actions of Mr. Schaper and others in his group are an assault on academic freedom, the integrity of higher education, and the civility on which our republic depends.

A sociology professor at the University of Alabama has called for “weight-based microaggressions” to be added to the school’s diversity curriculum.

The professor, Andrea Hunt, surveyed 13 overweight college administrators and found that many of them reported having experienced “fat shaming” on campus, according to an article in Campus Reform. Hunt co-wrote an academic article on the issue titled, “Fat pedagogy and microaggressions: Experiences of professionals working in higher education settings.”

Tammy Rhodes, the program coordinator and administrative assistant in the University Success Center at the University of North Alabama, co-wrote the article with Hunt.

The article’s abstract cites an observation by an English professor at California University of Pennsylvania, Christina Fisanick — that “fat professors feel compelled to overperform” — and argues that it’s applicable to all areas of higher education, even beyond the classroom.”

“Directors, coordinators, and administrative assistants in academic departments and units also experience this strain in which overworking and taking on too many responsibilities can somehow overcompensate for the societal belief that someone larger is less credible or knowledgible [sic] than someone in a thinner body size,” the abstract states.

“The research concludes by highlighting how body weight should be integrated into diversity training and programming,” it continues.

According to Campus Reform, the text of the article also details some examples of microaggressions that the “fat” people she interviewed told her they’d experienced. For example, a woman named Anita told Rhodes that “business-casual [attire] requirements” were a form of an anti-fat microaggression. One college administrator, Desiree, said she had experienced outright “verbal weightshaming:”

“Because I am a chubby black woman who happens to be very curvy, folks think that it is acceptable to sing songs about big butts or make comments about having some ‘junk in the trunk,’” she said.

A former UCLA communications professor known for his staunch defense of free speech who was recently fired by the university offered a sobering message to a room full of conservative- and libertarian-leaning students enrolled there.

“If they can get rid of a professor like me for speaking his mind, what is stopping them from doing the same thing to all of you,” Keith Fink asked the Bruin Republicans.

“We are in the middle of another Red Scare,” said Fink, an attorney and longtime lecturer who was terminated by the university earlier this year despite his popularity among students. His classes, which focused on free speech rights, often garnered waiting lists with 200-plus students.

He made the comments during his speech Wednesday for the GOP campus club. During his talk, called “UCLA’s Dirty Tricks Against Conservatives,” Fink said of UCLA’s leadership: “They twist the rules, they distort the rules, they ignore the rules.”

As for his performance review, Fink said he was told to submit two lists to the administration for peer evaluations: one list with names of individuals he felt were biased against him and another set of individuals he felt could accurately critique his class. Ultimately, no one from Fink’s list of accurate critiquers was chosen, he said.

Greg Bryant, the communication department’s vice department chair, was asked to critique the class. Fink said he did not believe that Bryant was qualified to evaluate his class because he “is not a litigator. He teaches a class about communicating with dolphins!”

Bryant wrote a two-page evaluation of the class that attacked Fink and his teaching style, calling Fink’s class “unwelcoming.” However, Thomas Miller, a UCLA communications professor, was also sitting in the class and wrote a five-page report applauding the class, Fink told the students.

Fink also wrote a 48-page response to Bryant’s evaluation, a response he said “tore Bryant’s paper to shreds.” Bryant’s evaluation was later thrown out and not mentioned by the administration after Fink’s response, he said

Fink was fired over the summer after he did not pass a performance review, one he said was biased against him. He told students the current communications department chair, Kerri Johnson, “despised” him and wanted him gone.

He called Johnson “very far to the left,” putting her in direct contrast with Fink, who said he doesn’t believe in “safe spaces or microaggressions.”

Fink acknowledged to students that his classes did get intense from time to time. He said that the socratic dialogue was inherently confrontational, and, as someone who mocks safe spaces, being politically correct was never a goal of Fink’s. Fink said that if students didn’t want to be challenged then they should “go take the dolphin class.”

Asked if he would ever come back to UCLA, he said: “I could teach many, many places. I want to teach here.”

After Johnson took over as department chair, Fink said his classes were targeted. First, she capped enrollment into his popular classes, leaving dozens of empty seats and frustrating many students, he said.

The sheer public spectacle of near-riots has forced some college administrators to take a stand for free expression and provide massive police protection when controversial speakers like Ben Shapiro come to campus. But when Mr. Shapiro leaves, the conditions that necessitated those extraordinary measures are still there. Administrators will keep having to choose between censoring moderate-to-conservative speakers, exposing their students to the threat of violence, and spending hundreds of thousands of dollars on every speaker. It’s an expensive treatment that provides only momentary relief from a symptom.

What then is the disease? We are now close to the end of a half-century process by which the campuses have been emptied of centrist and right-of-center voices. Many scholars have studied the political allegiances of the faculty during this time. There have been some differences of opinion about methodology, but the main outline is not in doubt. In 1969 the Carnegie Commission on Higher Education found that there were overall about twice as many left-of-center as right-of-center faculty. Various studies document the rise of that ratio to 5 to 1 at the century’s end, and to 8 to 1 a decade later, until in 2016 Mitchell Langbert, Dan Klein, and Tony Quain find it in the region of 10 to 1 and still rising.

Even these figures understate the matter. The overall campus figures include professional schools and science, technology, business and mathematics departments. In most humanities and social-science departments—especially those central to a liberal education, such as history, English and political science—the share of left-of-center faculty already approaches 100%.

The imbalance is not only a question of numbers. Well-balanced opposing views act as a corrective for each other: The weaker arguments of one side are pounced on and picked off by the other. Both remain consequently healthier and more intellectually viable. But intellectual dominance promotes stupidity. As one side becomes numerically stronger, its discipline weakens. The greater the imbalance between the two sides, the more incoherent and irrational the majority will become.

What we are now seeing on the campuses illustrates this general principle perfectly. The nearly complete exclusion of one side has led to complete irrationality on the other. With almost no intellectual opponents remaining, campus radicals have lost the ability to engage with arguments and resort instead to the lazy alternative of name-calling: Opponents are all “fascists,” “racists” or “white supremacists.”

In a state of balance between the two sides, leadership flows naturally to those better able to make the case for their side against the other. That takes knowledge and skill. But when one side has the field to itself, leadership flows instead to those who make the most uncompromising and therefore intellectually least defensible case, one that rouses followers to enthusiasm but can’t stand up to scrutiny. Extremism and demagoguery win out. Physical violence is the endpoint of this intellectual decay—the stage at which academic thought and indeed higher education have ceased to exist.

That is the condition that remains after Mr. Shapiro and the legions of police have left campus: More than half of the spectrum of political and social ideas has been banished from the classrooms, and what remains has degenerated as a result. The treatment of visiting speakers calls attention to that condition but is not itself the problem. No matter how much money is spent on security, no matter how many statements supporting free speech are released, the underlying disease continues to metastasize.

During the long period in which the campus radical left was cleansing the campuses of opposition, it insisted that wasn’t what it was doing. Those denials have suddenly been reversed. The exclusion of any last trace of contrary opinion is not only acknowledged but affirmed. Students and faculty even demand “safe spaces” where there is no danger that they will be exposed to any contrary beliefs. CONTINUE AT SITE