Paul L. Caron
Dean




Wednesday, November 16, 2016

What's Happened To The University? A Sociological Exploration Of Its Infantilisation

University 2Wall Street Journal:  Free Thought Under Siege, by Daniel Shuchman (reviewing Frank Furedi, What's Happened to the University? A Sociological Exploration of its Infantilisation (Routledge 2016)):

Rancorous trends such as microaggressions, safe spaces, trigger warnings and intellectual intolerance have taken hold at universities with breathtaking speed. Last year’s controversy over Halloween costumes at Yale led to the departure of two respected faculty members, and this year made the fall festival a flashpoint of conflict at campuses across the country. The recent explosion in the number of university administrators, coupled with an environment of perpetual suspicion—the University of Florida urges students to report on one another to its “Bias Education and Response Team”—drives students who need to resolve normal tensions in human interaction to instead seek intervention by mediators, diversity officers, student life deans or lawyers.

As Frank Furedi compellingly argues in this deeply perceptive and important book, these phenomena are not just harmless fads acted out by a few petulant students and their indulgent professors in an academic cocoon. Rather, they are both a symptom and a cause of malaise and strife in society at large. At stake is whether freedom of thought will long survive and whether individuals will have the temperament to resolve everyday social and workplace conflicts without bureaucratic intervention or litigation.

Mr. Furedi, an emeritus professor at England’s University of Kent, argues that the ethos prevailing at many universities on both sides of the Atlantic is the culmination of an infantilizing paternalism that has defined education and child-rearing in recent decades. It is a pedagogy that from the earliest ages values, above all else, self-esteem, maximum risk avoidance and continuous emotional validation and affirmation. (Check your child’s trophy case.) Helicopter parents and teachers act as though “fragility and vulnerability are the defining characteristics of personhood.”

The devastating result: Young people are raised into an “eternal dependency.” Parenting experts and educators insist that the views of all pupils must be unconditionally respected, never judged, regardless of their merit. They wield the unassailable power of a medical warning: Children, even young adults, simply can’t handle rejection of their ideas, or hearing ones that cause the slightest “discomfort,” lest they undergo “trauma.”

It is not surprising to Mr. Furedi that today’s undergraduates, having grown up in such an environment, should find any serious criticism, debate or unfamiliar idea to be “an unacceptable challenge to their personas.” ...

The new demands for “balancing” free speech with sensitivity and respect have several unifying themes, according to Mr. Furedi. One is that they are based on the subjective sensitivities of anyone who claims to be offended. If words can cause trauma and are almost akin to violence, an appeal to health and safety guarantees that “the work of the language police can never cease.” Microaggressions, by definition, are committed unconsciously and without intent. Since “it is almost impossible to refute an allegation of microaggression,” the author views them as the ultimate “weaponisation” of offense-taking. Emory University students, for instance, demanded redress for their “genuine concern and pain” after seeing the name of a major presidential candidate written in chalk on campus, an incident proving “that in a world where anything can be triggering, people will be triggered by anything.” ...

Ironically, Mr. Furedi observes, for a movement that claims to be driven by concern for individual empowerment, respect and autonomy, the new campus values actually represent an astonishingly pessimistic and condescending view of the ability of human beings to deal with the basic challenges of life. They are premised on the “supposition that people lack the intellectual or moral independence to evaluate critically the views to which they are exposed.” As a practical matter, the notion that human dignity mandates protection from the pain of “hurtful” speech is “possibly the most counterproductive” rationale for constraining freedom; “people acquire dignity” by learning to deal with “the problems that confront them,” not by relying on the “goodwill” of an administrative elite.

https://taxprof.typepad.com/taxprof_blog/2016/11/whats-happened-to-the-university-a-sociological-exploration-of-its-infantilisation.html

Book Club, Legal Education | Permalink

Comments

The young are less capable today than the young of 1955. They are likely marginally less capable than the young of 1985 (in part perhaps because communications technology has inhibited the development of patience and planning skills). However, there have always been headcases. What's up is that a rancid section of the faculty and administration feeds the disorders of a section of youth in service to their own inane little projects. They have these inane little projects because they cannot cope with their own significance or with the world's indifference to and resistance to their disgusting social ideology Ultimately, it's a supply side problem. Take out the (faculty) trash, and you'll solve the problem.

Posted by: Art Deco | Nov 16, 2016 8:18:00 AM

A rising tide melts all snowflakes.

Posted by: AMTbuff | Nov 16, 2016 8:14:03 AM

The author is an interesting contradiction. However, I am quite pleased to see this mortifying creep of infantilism receiving some coverage.

Posted by: Tom N. | Nov 16, 2016 6:35:32 AM

In practice, was there ever such a thing as freedom of speech? Or, has the freedom to speak actually always been determined by who is in power?

Posted by: Moving the line | Nov 16, 2016 4:44:44 AM