Choose One: University or Free Speech

Discussion in 'Education' started by PoliticalChic, Jul 13, 2010.

  1. PoliticalChic
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    PoliticalChic Diamond Member

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    Illinois professor fired for doing his job
    by Sheila Liaugminas | 13 Jul 2010
    Illinois professor fired for doing his job

    1. Freedom of speech is at the heart of it, as is the effort yet again to attack legitimate expression of belief, expressed…where? In a classroom setting that fosters intellecutal inquiry and critical thinking skills?

    2. The University of Illinois has fired an adjunct professor who taught courses on Catholicism after a student accused the instructor of engaging in hate speech by saying he agrees with the church’s teaching that homosexual sex is immoral….

    3. Fired for sending an e-mail explaining some Catholic beliefs to his students preparing for an exam.
    “Natural Moral Law says that Morality must be a response to REALITY,” he wrote in the e-mail. “In other words, sexual acts are only appropriate for people who are complementary, not the same.”

    4. An unidentified student complained, on behalf of an “offended” student, (not sure why the offended student didn’t speak for himself or herself…), that this was ‘hate speech.’
    “Teaching a student about the tenets of a religion is one thing,” the student wrote. “Declaring that homosexual acts violate the natural laws of man is another.”

    5. Compainant: "The courses at this institution should be geared to contribute to the public discourse and promote independent thought; not limit one’s worldview and ostracize people of a certain sexual orientation.”

    By the guiding lights of those who cry ‘hate speech’ like this, public discourse and the engagement of independent thought is only welcomed if it agrees with their views.

    6. Howell: “My responsibility on teaching a class on Catholicism is to teach what the Catholic Church teaches,” Howell said. “I have always made it very, very clear to my students they are never required to believe what I’m teaching and they’ll never be judged on that.”
     
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  2. daveman
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    daveman Diamond Member

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    Funny how "independent thought" always has to rigidly conform to leftist ideas to be acceptable, innit?
     
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  3. PLYMCO_PILGRIM
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    PLYMCO_PILGRIM Gold Member

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    indeed.
     
  4. PoliticalChic
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    PoliticalChic Diamond Member

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    And even worse prognosis:

    “…The fate of the modern university and the fate of Western civilization are inextricably intertwined.” Brigette Berger, “Multiculturalism and the Modern University,” from ‘The Politics of Political Correctness,’ in the Partisan Review (1993) pp. 516, 519
     
  5. PLYMCO_PILGRIM
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    I just find it sad that many ideas are drummed right out of college campuses. Its a huge disservice to the intellect of the college graduate.
     
  6. daveman
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    daveman Diamond Member

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    We're fucked. :(
     
  7. daveman
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    daveman Diamond Member

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    People aren't taught how to think...they're taught what to think.
     
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  8. Annie
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    Annie Diamond Member

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    The problem is rampant. Lots of links:

    TaxProf Blog: Unsuccessful Iowa Legal Writing Faculty Candidate Appeals Dismissal of Suit Claiming Discrimination Due to Her Conservative Views

     
  9. PoliticalChic
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    PoliticalChic Diamond Member

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    While we're in this downer thread, let me pile on the bad news: since the Sixties, the universities have gone to...if I say 'pot,' is that too cute by half?

    1. In too many college courses, examinations are minimized, grades inflated, and grading is based on ‘class participation.’ This is especially true in schools of education, where prospective teachers are thus allowed to avoid competition, and invest in educational faddishness in opposition to conventional (bourgeois) methods and standards. Robert H. Bork, “Slouching Toward Gomorrah,” ch. 7.

    2. The National Association of Scholars (NAS) documented the changes in universities comparing the years 1914, 1939, 1964 and 1993.

    a. Decline in required courses from 55% of courses, down to 33% by 1993. And even more telling, in 1914 no exemptions were allowed in 98% of the courses, but by 1993 it was only in 29%. This, of course produces students with a far narrower basis for understanding context.

    b. In 1914, 57% of institutions had a literature requirement, by 1993 this was down to 14%. The same pattern appeared in philosophy, religion, social science, natural science, and mathematics.

    c. The study found “diminishing rigor at most prestigious colleges…” Students graduating from these elite schools not only had fewer assignments to complete but were asked to do considerably less in completing them.” The NAS commented on how this drop off in hard work negatively influences character, and this effect on society’s leaders impacts the strength and vitality of society.

    d. Decline of rigor can be seen, as well, in the number of days classes were in session, from 204 in 1914 to 156 in 1993, and the length of a class period fell by 10.2%.
    The National Association of Scholars, “The Dissolution of General Education: 1914-1993” NAS - The National Association of Scholars :: Reports

    3. Interesting as well, and an indication of correspondence, the NAS found the above trends accelerated from the Sixties on.
     
  10. daveman
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    Interesting study here:
     

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