Free Speech on Campus, and Its Limits
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Free Expression and Intellectual Diversity How Florida Universities Currently Measure Up
POLICY BRIEF Free Expression and Intellectual Diversity How Florida Universities Currently Measure Up William Mattox Director of the J. Stanley Marshall Center for Educational Options iddlebury College. University of California, Berkeley. Evergreen State. MClaremont McKenna. Yale. The list of academic institutions rocked in recent months by (sometimes violent) speech-squelching protests is not pretty. And combined with growing concerns about high student debt and sagging job prospects for many new graduates, these efforts to thwart campus discourse are causing many people – for the first time ever – to question whether higher education is truly worth the investment it requires. www.jamesmadison.org | 1 For example, a 2017 survey by the Pew Research Center found campus craziness presents an opportunity for our state. For if the that 58 percent of Republicans and Republican-leaning indepen- Florida higher education system were to become a haven for free dents now believe colleges and universities are having a negative expression and viewpoint diversity – and to become known as effect on the direction of our country. This represents a whop- such – our universities would be very well positioned to meet the ping 21 percent shift since 2015 (when 37 percent of center-right growing demand for intellectually-serious academic study at an Americans viewed the performance of higher education institu- affordable cost. tions negatively).1 In fact, a major 2013 report said as much. Growing skepticism about the current direction of American In 2013, the American Council of Trustees and Alumni (ACTA) higher education isn’t just found among those on the center-right. produced a comprehensive report on the state of higher education For example, a center-left New York University professor named in Florida (with assistance from The James Madison Institute). -
The Diplomatic Battle for the United States, 1914-1917
ACQUIRING AMERICA: THE DIPLOMATIC BATTLE FOR THE UNITED STATES, 1914-1917 Presented to The Division of History The University of Sheffield Fulfilment of the requirements for PhD by Justin Quinn Olmstead January 2013 Table of Contents Introduction 1: Pre-War Diplomacy 29 A Latent Animosity: German-American Relations 33 Britain and the U.S.: The Intimacy of Attraction and Repulsion 38 Rapprochement a la Kaiser Wilhelm 11 45 The Set Up 52 Advancing British Interests 55 Conclusion 59 2: The United States and Britain's Blockade 63 Neutrality and the Declaration of London 65 The Order in Council of 20 August 1914 73 Freedom of the Seas 83 Conclusion 92 3: The Diplomacy of U-Boat Warfare 94 The Chancellor's Challenge 96 The Chancellor's Decision 99 The President's Protest 111 The Belligerent's Responses 116 First Contact: The Impact of U-Boat Warfare 119 Conclusion 134 4: Diplomatic Acquisition via Mexico 137 Entering the Fray 140 Punitive Measures 145 Zimmerman's Gamble 155 Conclusion 159 5: The Peace Option 163 Posturing for Peace: 1914-1915 169 The House-Grey Memorandum 183 The German Peace Offer of 1916 193 Conclusion 197 6: Conclusion 200 Bibliography 227 Introduction Shortly after war was declared in August 1914 the undisputed leaders of each alliance, Great Britain and Gennany, found they were unable to win the war outright and began searching for further means to secure victory; the fonnation of a blockade, the use of submarines, attacking the flanks (Allied attacks in the Balkans and Baltic), Gennan Zeppelin bombardment of British coastal towns, and the diplomatic search for additional allies in an attempt to break the stalemate that had ensued soon after fighting had commenced. -
Political Discourse on Today's College Campus
Political Science 185: Political Discourse on Today’s College Campus Professors Boatright and Williams Selected Tuesdays, 3:00-5:00 JEF 400 Course Description As has become clear over the past year, many Americans regard college campuses with deep distrust. American colleges and universities are sometimes seen as bastions of liberal thought, places where students and faculty rarely take the time to seriously engage with the centrist and conservative ideas that hold sway in Washington, DC today. Clark, like many schools, prides itself on being different from the rest of society. In today’s polarized political climate, however, it is important that we think about some of the controversies on college campuses today and how they are perceived by those outside the academy. In cases where these perceptions are not fair, we should try to defend, in a civil fashion, the things that take place at Clark. In cases where critics have a point, we should think carefully about what we might do to welcome different points of view. The goal of this class is to help you understand how others see our community and how we can think objectively about the political choices our community has made about how we discuss controversial issues. Topics considered include speech policies, the political views of faculty and students, the ways in which colleges prepare students for civic engagement, and the role of media and outside funding in campus activities. This is a Problems of Practice (POP) course. Per the Clark University webpage, “Problems of Practice (POP) courses are internship-like experiences that take place within an academic context. -
Gaddis Smith Yale and the Vietnam
Yale and the Vietnam War Page 1 of 21 Presented at the 2nd Meeting of the 1999-2000 Year October 19,1999 Gaddis Smith Yale and the Vietnam War A DRAFT NOT TO BE QUOTED OR CITED WITHOUT THE AUTHOR'S PERMISSION In 1919 President Arthur Twining Hadley said that the men of Yale who had died in the Great War were the fortunate ones, for they had fulfilled the ultimate purpose of the University in service to the nation. A generation later, on the eve of the entry of the United States into World War II, faculty, students, and alumni were as divided on the issue of isolation or intervention as were the American people and Congress. But President Charles Seymour took sides on behalf of the University. He deplored student isolationism and committed Yale to support all measures necessary to defeat Nazi Germany. There was no place in his mind for personal or institutional neutrality. Pearl Harbor, of course, ended all debate. Yale became a military camp until 1945. The Korean War was relatively brief and had less impact than the Yale administration feared, but once again hardly anyone suggested institutional neutrality in that conflict or more broadly in the Cold War. In 1951 President A. Whitney Griswold defended liberal education as essential preparation for lieutenants who knew why they were fighting.1 Until the mid-1960s the Cold War consensus reigned in the classroom, the research and writing of faculty concerned with international relations, and in the minds of almost everyone connected with Yale. This was the university of Henry L Stimson's commitment to "active duty in peace and war", of Secretary of State Dean Acheson who was "present at the creation" of American world power, and of the pioneer geopolitical "realist" Professor Nicholas Spykman. -
Universities and Slavery: an “Inevitably Inadequate” Movement
Universities and Slavery: An “Inevitably Inadequate” Movement Melanie Rush April 21, 2020 A senior thesis, submitted to the History Department of Brandeis University, in partial fulfillment of the Bachelor of Arts degree. TABLE OF CONTENTS INTRODUCTION…………………………………………………………………………….....2 Research Questions……………………………………………………………………......4 Contribution to the Field……………………………………………………………...…...7 Primary Sources….……………………………………………………………………….8 Yale University Archives…………………………………………………………10 Brown University Archives….……………………………………………………10 Harvard University Archives…………………………………………………….11 Archival Research Methods………………………………………………………...........11 Map of Structure ………………………………………………………...........................12 Conclusion……………………………………………………………………………….13 PART I: INSTITUTIONAL PRIDE………………………………………………………......14 Calls for Redress - or Lack Thereof - Before 2001……………………………………...14 Why Now? The Historical Context of the 2000’s……………………………………….15 Yale University………………………………………………...……………........15 Brown University………………………………………………………………...17 Harvard University………………………………………………………………19 Conclusion…………………………………………………………………………….....20 PART II: HIDDEN HISTORICAL TRUTH…………………………………………………22 Yale, Slavery and Abolition: Yale’s Intellectual Connection to Slavery………………...22 Slavery and Justice: Brown University’s Financial Connection to Slavery……………..28 Harvard and Slavery: Seeking A Forgotten History and Enslaved Individuals…………33 Conclusion……………………………………………………………………………….36 PART III: DIALOGUE vs. CHANGE………………………………………………………...38 Stated Goals: What’s -
WHAT Will They LEARN a Survey of Core Requirements at Our Nation’S Colleges and Universities
A Survey of Core Requirements at Our at Our Requirements of Core A Survey and Universities Colleges Nation’s WHAT will they LEARN ? 2017–18 © American Council of Trustees and Alumni 2017. All rights reserved. A Survey of Core Requirements at Our Nation’s Colleges and Universities American Council of Trustees and Alumni FOREWORD It would be hard to imagine a time when ignorance could be more dangerous. Misinformation can travel across the nation in nanoseconds. Our only defense rests on our capacity to educate citizens to make discerning, thoughtful judgments. That ability comes from the practice of reading closely and analytically and parsing arguments, using the tools of logic and reason that for generations the study of the liberal arts has fostered. It is not accidental that the very term “liberal arts” derives from the recognition that they represent the education suited for a free people. A great nation has an informed citizenry that is ready for the complex political choices that confront us. A great nation also needs a citizenry with the intellectual preparation to prevail in the relentless competition of global markets. And higher education needs a reset to meet both of these urgent needs. Too many colleges fail to provide students with the skills they need to succeed in the workforce. With technology rapidly advancing, some careers will disappear, some will expand globally. However, the ability to synthesize information, recognize past precedents, understand human behavior, and communicate effectively will prove invaluable as the job market continues to adapt to the demands of the new century. Companies from Silicon Valley to Wall Street need college graduates who are prepared not only for technical tasks, but also for high-level critical thinking and written communication. -
2019 Hxa Open Inquiry Awards June 20, 2019 Sheraton Times Square | New York, New York “The Open Inquiry Championed by Heterodox Academy Is More Critical Than Ever
2019 HxA Open Inquiry Awards June 20, 2019 Sheraton Times Square | New York, New York “The open inquiry championed by Heterodox Academy is more critical than ever. We are proud to partner with HxA in advancing the free exchange of ideas at the heart of liberal education and our nation’s historic mission of educating for democracy.” – AAC&U The mission of the Association of American Colleges and Universities is to advance the vitality and public standing of liberal education by making quality and equity the foundations for excellence in undergraduate education in service to democracy. CONNECT VISIT Heterodoxacademy.org FOLLOW US Twitter: @HdxAcademy Facebook: @heterodoxacademy HASHTAGS #HxAConference #OpenInquiryAwards TO ACCESS WIFI Network: Sheraton Meeting WIFI Passcode: Heterodox PHOTOGRAPHY NOTICE Please note: HxA, its media partners, and others will be photographing/videotaping the event. By participating in the event, you are consenting to be photographed/filmed. HxA may use any photography/videos taken at the event for its promotional and other business purposes. HxA has no control over what third parties may do with your name, image, or likeness. If you are taking photographs/videos, please be respectful of all participants. It is your responsibility to secure all rights prior to using any person’s name, image, and likeness. Our full policy is available at the registration table. Please contact a member of the HxA staff with any questions you may have. TONIGHT’S MENU Braised Apple and Baby Kale Salad WITH WALNUTS, TRIPLE CREAM -
Seculum, an Epic Trilogy in Verse by Peter Dale Scott: “The Poem As Structure for a New Dawn”
Seculum, An Epic Trilogy in Verse by Peter Dale Scott: “The Poem as Structure for a New Dawn” by Rebecca Kylie Law M.A. Creative Writing, University of Melbourne, 2011 A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of 8053 – DOCTOR OF PHILOSOPHY – Humanities and Communications in the Writing and Society Research Centre, School of Humanities and Communication Arts, Western Sydney University 1 Statement of Authentication The work presented in this thesis is, to the best of my Knowledge and belief, original except as acknowledged In the text. I hereby declare that I have not submitted This material, either in full or in part, for a degree at this Or any other institution. 2 Seculum, An Epic Trilogy in Verse by Peter Dale Scott: “The Poem as Structure for a New Dawn”. ©Rebecca Kylie Law, 2019 Western Sydney University All rights reserved. This thesis may not be reproduced in whole or in part, by photocopy or other means, without the permission of the author. Supervisory Committee Dr. Kate Fagan (Writing and Society Research Centre) Primary Supervisor Associate Professor Diego Bubbio (Philosophy Research Initiative) Secondary Supervisor Professor Anthony Uhlmann (Writing and Society Research Centre) Interim Supervisor 3 Abstract This dissertation reads the three books of Canadian-American poet and scholar Peter Dale Scott’s epic poem Seculum. Scott identifies as a practising Buddhist with a strong interest in Catholic theology and his poetry explores key ideas associated with both systems of belief. I argue that Scott formally employs the number three in diverse ways within the trilogy and that this formula (as in the poetic tercet form) constructs a poesis that is structured on the ruins of a type of Dantean Hell. -
The Inquiry and the Paris Peace Conference: American Preparations for Peace and the Future of Hungary, 1917-1920
Tibor Glant* THE INQUIRY AND THE PARIS PEACE CONFERENCE: AMERICAN PREPARATIONS FOR PEACE AND THE FUTURE OF HUNGARY, 1917-1920 1 Introduction At the outbreak of the First World War no one thought that four years later the Central Powers would ask for a ceasefi re upon the peace plans of the US President announced publicly, and that Wilson would emerge as a key fi gure in international politics by 1919. America’s entry into the war and later the 14 Points that reached mythical signifi cance owing to US government propaganda gave new hope for the peoples of Europe suffering from the war. The key element of Wilsons’ rhetoric was the doctrine of the “war to end all wars”, the “national self-determination”, and a “just” and “scientifi c peace”. This “science for peace” was designed to ensure the fairness of the “new world order” promised by Wilson. Wilson instructed a committee comprised of mostly American east coast experts, the Inquiry, to map out this “scientifi c peace”. The members of the committee were not only active in the preparation for peace but took part in the peace-making process in Paris as well. They served in the Territorial, Economic, and Political Intelligence Unit of the American Commission to Negotiate the Peace (hereafter ACNP), as well as in territorial committees and as members of the various diplomatic and relief American missions stationed to the Danube Basin. The Inquiry was a typical Wilsonian institution. While French, British, Italian, and Japanese (and later Hungarian) preparations for peace primarily were carried out by foreign affairs experts, the American work was supervised by the President’s unoffi cial chief * Associate professor – University of Debrecen, North American Department, [email protected]. -
The Spirit of Liberty: at Home, in the World
A CALL TO ACTION THE SPIRIT OF LIBERTY: AT HOME, IN THE WORLD BY THOMAS O. MELIA AND PETER WEHNER FOR THE GEORGE W. BUSH INSTITUTE THE SPIRIT OF LIBERTY: AT HOME, IN THE WORLD A Call to Action By Thomas O. Melia and Peter Wehner For the George W. Bush Institute Human Freedom Initiative Copyright The George W. Bush Institute 2017, all rights reserved. The Bush Institute engaged research fellows to develop ideas and options for how to affirm American values of freedom and free markets, fortify the institutions that secure st these values at home, and catalyze a 21 century consensus that it is in America’s interest to lead in their strengthening worldwide. For requests and information on this report, please contact: The George W. Bush Institute [email protected] www.bushcenter.org 1 CONTENTS INTRODUCTION 3 THE CHALLENGE 6 A CALL TO ACTION 13 HARDEN OUR DEFENSES 16 PROJECT AMERICAN LEADERSHIP 22 STRENGTHEN THE AMERICAN CITIZEN 33 RESTORE TRUST IN DEMOCRATIC INSTITUTIONS 39 CONCLUSION 50 2 INTRODUCTION This Call to Action is part of a major The premise of all that follows is that new effort of the George W. Bush the unique promise of America and Institute’s Human Freedom Initiative. the source of its greatest strengths is It seeks in a bipartisan way to affirm its commitment to a particular vision American values of freedom broadly of the human good. That vision understood, to fortify the institutions begins from the free and equal that secure these values at home, individual, endowed by our Creator and to help catalyze a 21st century with the rights to life, liberty, and the consensus that it is in America’s pursuit of happiness. -
Education As a Public Resource for Addressing American Political Polarization
Education as a Public Resource for Addressing American Political Polarization Preston Stovall Post-doctoral Researcher University of Hradec Králové (Czech Republic) Part 1: Speaking to the Middle I An educated populace is crucial for a well-functioning democracy, and in the U.S. the use of pamphlets, periodicals, opinion pieces, and public letters, stretching back before the revolution, testifies to the importance that Americans place on an educated public. The use of these devices has helped keep American citizens apprised of the problems we face, and in the early Republic especially it was an important method of consensus-building. This interest found kindred expression in a general concern with education in the United States and the colonies, one that many of the founders shared: Benjamin Franklin was instrumental in the creation of what would become the University of Pennsylvania, Benjamin Rush founded both Dickinson college and what would become Franklin and Marshall College (‘Franklin’ named after Benjamin), and Thomas Jefferson worked to establish a system of schools in Virginia, from the local level up to the University of Virginia, with the aim of selecting the brightest pupils for further instruction at each stage. These projects were animated by a sense of education as something like a public resource for the American people. As a public resource education offers individual citizens not only a path to gainful employment but also the possibility of improving our lives by developing the habits of thought and conscience that accrue through a period of prolonged engagement with the thoughts and deeds of those who came before us. -
The South Tyrol and the Principle of Self-Determination
Eastern Illinois University The Keep Masters Theses Student Theses & Publications 1994 The outhS Tyrol and the Principle of Self- Determination: An Analysis of a Minority Problem Eva Pfanzelter This research is a product of the graduate program in History at Eastern Illinois University. Find out more about the program. Recommended Citation Pfanzelter, Eva, "The outhS Tyrol and the Principle of Self-Determination: An Analysis of a Minority Problem" (1994). Masters Theses. 2050. https://thekeep.eiu.edu/theses/2050 This is brought to you for free and open access by the Student Theses & Publications at The Keep. It has been accepted for inclusion in Masters Theses by an authorized administrator of The Keep. For more information, please contact [email protected]. THESIS REPRODUCTION CERTIFICATE TO: Graduate Degree Candidates (who have written formal theses) SUBJECT: Permission to Reproduce Theses The University Library is rece1v1ng a number of requests from other institutions asking permission to reproduce dissertations for inclusion in their library holdings. Although no copyright laws are involved, we feel that professional courtesy demands that permission be obtained from the author before we allow theses to be copied. PLEASE SIGN ONE OF THE FOLLOWING STATEMENTS: Booth Library of Eastern Illinois University has my permission to lend my thesis to a reputable college or university for the purpose of copying it for inclus~on in that institution's library or research holdings. 3--6\-9Y Date I respectfully request Booth Library of Eastern Illinois University not allow my thesis to be reproduced because: Author Date The South Tyrol and the Principle of Self-Determination.