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tv   Discussion on Freedom of Expression on College Campuses  CSPAN  January 28, 2022 4:00pm-5:04pm EST

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and the plot to remove the president . then at 8 pm eastern on lectures in history suffolk university professor catherine landau teaches a class on politics and culture in the united states from 1800 and 1830s. she describes how the company changed during theperiod between the presidencies of thomas jefferson and andrew jackson exploring the american story . what american history tv on c-span2 and find a full schedule on your program guide or watch online anytime at c-span.org/history. >> .. i'm glad to welcome you to today's conversation, a new row
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back by the academic leaders passport. how much is a special role in our democracy teaching the values in agreement, the next generation and leadership. the principles of academic freedom and restraint, open exchange and collagen campuses, making it harder to fulfill their missions. today's report is a direct request, the report for such strategic guide of fostering open exchange during this period of polarization and national discourse. the task force with the seven members including a recent college graduate, civicly leade, former governors, academic
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leaders from a wide range virtually, over the last year to discuss these issues and hear from other causes presence are solutions that have worked on their accounts. these issues are navigating practices in a diverse community, every member of the community is welcome. before turning to those conversations, a few words about bipartisan policies by their working as leaders. the bipartisan policy center is a washington d.c. think to bring opportunity from both parties.
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the only organization registered in the district of columbia for bipartisan name and it's a challenge and why we are working with campus w leaders for the nt generation to be partisan leaders, and fiscal disagreements. ♪♪ >> what you do with an idea? share it. you open up to criticism. you refine it and you implement it. right now, freedom of expression is losing on college campuses across the nation where students should be exposed toge new ideas working independently. it's this freedom of sharing ideas as a nation that's why the working with colleges and universities across the country to foster free expression from a farmer how to tackle evolving issues at bipartisan campus free
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expression. >> the report task force members and other academic members. moderated by jock john hopkins university. before i i introduced daniels, a few words about our show. president daniels who moderate the conversation, the task force chair.r. will moderately conversation among task force members, usa coo, college professor college and they will be joined by university vice president inclusion and diversity in the academic space. fifteen minutes for questions and answers and i encourage you and the audience toag submit questions at any time.
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it is my pleasure to introduce president ronald daniels. the entire from is available online. before becoming president of johns hopkins university in 2009 -- not being as the faculty of fall at the university. his book, university of democracy examines the vital role higher education institutions have the values of liberal democracy. president daniels, thank you very much. >> thank you so much, it is a pleasure and privilege to be here today and honored to be joined by co-authors of the academic task force on the expression, chris served turned
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to terms of governor of washington and chair of the national governors association and she is now ceo of town's gavel and allies of ceos of the nation's largest private sector employees. jim fabrics served four terms, governor of vermont. he served to as chair of the national governors association and he's not executive resident, in residence at the college, his alma mater. thank you governors for being here an important contribution you are making to our sector and to debate within the country. with thate said, a simple starting question, what possessed you to take on relatively uncontroversial in the news issue like free expression on university campuses? who wants to start? my professors prerogative
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governor douglas. >> thank you for being part of the presentation today and i know i speak for my colleague thinking all members of the task force who has generally taken the time and expertise over the past year. i'm spending time on the college campus as he indicated, i see it up close and personal not become concerned when i see in the change on campuses during the past roughly half-century. our hero, chauvin coolidge once said the purpose of a college education is to teach people not what to think about how to think. according to recent polling data, the americans people don't believe a substantial number of happening. polls suggest only half off americans believe colleges are teaching young people how to think independently. there's a division politically there, too, 70% of democrats the colleges are doing a good job my
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40% of republicans. i can think of a better organization than the bipartisan policy center through whom i've worked with my friend, chris on other projects over the past few years to take this on and address that decline in public press because the university is where the next generation off leaders framed to participate in citizenship the on the campus. that citizenship will require exposure to a lot of diverse points of view and we need to ensure they are equipped to provide the leadership our country is going to need. that's what motivated me and i am delighted where watching this report. >> thank you. >> i join mypo probably saying thank you president daniels for joining us today and all of my colleagues for a tremendous job and a great learning experience to be honest with you.
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jackie and steve, thank you so much for your leadership. i'll tell you how you came to consider this issue from an incident that took place at the university of washington in seattle. it was january 2017, students speaker by the name of milo to come speak in the president of the university overwrote the students and not allow the speaker and took positions to reinforce speaker should be allowed. unfortunately, it ended up in a very unfortunate incident in which the individual was shot. both the victim and perpetrator were not students or faculty or campus members at all but it did evolve out of the station. the conclusion drawn by the community at large was in the
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academic realm, it's evidence of a growingea problem with regardo freedom of speech and the question asked, does it pose a threat to the safety and security of college campuses? i thought it was a terrible conclusion to draw and i felt the conclusion that it to be drawn was threatening freedom of speech and college campuses in the country is being threatened. so i took this to the bipartisan policy council and that i am concerned because i watched the president of the university of washington stand alone with virtually no support the incident took place and being pummeled from every conceivable direction. that was january 2017, the protest was the speaker and to the incoming president and it's only gotten more polarized sense so clearly i was not beginning
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but evidence of a trend that would take us down this path. the bpc a set let's gather together the best and the brightest in the country see if we can help college presidents do something about this for the reason was described. >> want to pick up on what you just said about the stakes at play here and backgrounds in american society that occurred not just in the last seven years but you said last several decades the question i would ask to the extents that a more polarized country and dew points across campuses that our hearts reconcile, i would be interested given your bipartisan instinct, can you say something about how
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you bridge across these differences and i know the report concerned with that but i would really besu interested in your lesson as governors who have had to navigate these divides, looking we learn how to do this better? >> i would suggest two things. university president don't have a choice but to lead on this issue. and lead confidently and squarely. number two, not allow themselves to be left alone when crisis or problem arises. we need to take the lead and set the values on college campus that allows the support this course to take place and encourages it provides students and faculty for themselves as a role model that can be done.
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not just students and faculty but engage them so they are there when an incident or problem should arise from engage with their own backyard community and engage with their legislators at theirge governor. at the end of the day, president of thef university can be a rslonely job, it doesn't have to beno particularly crisis, it demands to stand up and supportive really listening, open the doors, religions and all about is a role model the president can play, i know it isn't easy being governing butei it is accomplishable evening divided times. i firmly believe it is possible but more importantly i believe it is essential that we have
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leaders from college campuses, public, private, whatever they may be here is ourat culture and this is how we provide the civil discoursee difficult leadership in the country. >> thank you. >> that is exactly right. presidents will have to spend capitol and it will require getting involved inpi this on a personal basis and ensure trustees as noted have their backs, difficult circumstances arise they have that support. i guess it starts with adopting policies and we have some in our report with presidents and other canvas leaders to look for possible examples. beyond that, it requires engagement and not just whenis crisis occurs, it requires ensuring organizations and other canvas leaders know what they do with a difficult circumstance arises. it requires a clear statement that there is no conflict between free expression and
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diversity equity and inclusion, sometimes people think there is but we wantop to be sure there s total inclusion of everyone including ideologically on our college campuses so there's our goals. finally, if there is a difference or gap between the views expressed on the college campus, president will have to fill the gap by ensuring different voices are heard, whether invitations to speak on campus, diversity among faculty or whether it students and their organizations to ensure a variety ofon different views occur. as indicated, it's important to fail. we have to be sure they have the tools necessary to go into their lives beyond the campus and lead our country hundred fourth. >> before i turn it over to our next panel, this was a very
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compressed time we have for today's discussion but before we turn it over to the next panel, i would appreciate your talking from your perspective as governor states where there is robust public institution to the extent we are seeing increasing trend toward polarization, also now public universities being manifest on board of trustees to say they should make sure the trustees understand the commitment and has their back, can you be confident the tensions don't get replicated on the board ofte trustees? there is a risk the trustees to fail to transcend their own partisan differences, do we need to worry about that? >> i guess we should always worry. i've been a trustee of institutions for the university of vermont and it was
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ideologically diverse because we had legislators of both parties on theie board of trustees as wl but that's why it's so difficult and important. i was a student a half-century ago and i'm often asked what's different today. oli say well, more technology ad better food but beyond that, there's a different climate in terms of free expression. i was the head of the young republicans and i was an oddball in o northeastern liberal institution but nobody ever suggested i shouldn't be hurt. today people are suggesting some voices not be heard. after but he has to understand how important it is as my friend bernie sanders once asked when a controversial speaker came to our campusas, what are we afraid of? let him speak. we have to adopt the attitude and recognize the pursuit of knowledge means being exposed to a variety of viewpoints, even some that makes us
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uncomfortable. i think if we keep that in mind, we can find a way to get there. >> i agree with jim. having been the one to appoint trustees for our colleges and universities in washington state, they went through a rigorous process withwi me and i was always consistent, it's your job to have the back of your president. if your president is not performing then replace the president but when you have that president, how that presidents back. the only way in whichve they wil when it comes to day-to-day operation is if there's a relationship between the president and the trustees that they are engaged in setting the tone and culture at the president's and went crisis happens, it's too late to begin to establish a relationship or a plan, it has to be in place. there are some really great examples of ideas that can be
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added in the report presented today and those ought to be the subject of trustee meetings where they can engage and see various viewpoints and difficulties associated. at the end of the day, it's key better president not be leftng standing alone during a crisis but he or she gathered a support system from the president of, trustees to the faculty or students where possible to the governor. legislators and the community. an essential component of a computer date of support and success of making sure the president can produce. >> are like to go to our panel
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she's a senior fellow for constitutional studies. the center for teaching america's constitutional principle history. the founding member of bridge usa, student led organization marked deep polarization, alma mater, university of california berkeley. now ceo of bridge usa overseen chaptersng of more than 40 campuses.ll lori white is president of the university, she's served on the board of directors for the national association personal administrative foundation and association for sustainability in higher education and she's smiling and happy and she's residing in baltimore currently so we understand that. these task force members are joined by benson clayton, the
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inaugural vice president and associate for inclusion and diversity at the university and also a member of the board of directors for the national association of diversity in higher education. before we get going, a reminder that you can submit a question for any of our panelists today using live chat on youtube, facebook. i'd like to start by asking taskbar members, to say a quick word the a passports, how did te passports arrive at the conclusion and again, tracking the theme of this conversation today, the work the task force has done, i would be interested in knowing how after intent to liberation, what was the one issue in which you found your
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views were changed by interactions with deliberation, the debate you've had over the lastti year? again we believe that interaction on our campus is helping in terms of bringing people together. not sure who wants to start, lori, daniel? >> i'll be happy to start. i wasn'tt. a member of the president club on the task force but i often fantasize about being present friday. i was once told the best version of the committee is to simply say the committee's mold and i think that's what the task force did for weeks and weeks. we mauled, we thought seriously and deeply about problems we were all familiar with but nobody believed they had a
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handle on. i would say what i've learned most was it's a mistake as we tend to think the faculty or the university, dennis o'brien wrote a great book a few years ago called essential half-truths about higher education and each chapter was so-and-so the university, the administrators are the university, the students are the university, the faculty. i learned a lot in hearing the presidential perspective really is like. earlier this morning, lori was saying it's been crucial to her success as president so far she had a background in student
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affairs. we brought different perspectives on what is working and not working on the campus, differentin perspectives on the needs of students which i think is a particular thing i might have had a blind spot, faculty tends to regard students and animals and their classrooms don't really exist outside. we think about then in class, not so much out. i learned a lot about getting perspective on the other dimensions of the student lives. >> daniel, you have become more sympathetic to president, i heard the rest but that is the teaching i'm going towh take frm this. >> i'll start by saying it was a real gift to be able to engage in dialogue with so many
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incredible colleagues who dan mentioned represented different perspectives at the university of freedom of expression. to be able to gather on a regular basis for over a year, for us to talk about this critically important issue as christine and dan underscore it was really wonderful. one of the places we really wrestled and talked about this was about the really important foundational values of freedom of expression and diversity, equity and inclusion. going into the conversation, i don't know that everyone thought that that would be part of a deep and robust conversation, how do weo create environments that affirm the right of every member of our community, to be there full authentic self and be
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able to debate and share and criticize and at the same time have an affirming community where members of our community are particularly those who have been historically marginalized don't feel threatened by inviting speakers as christine articulated, who may not agree or might dehumanize out as they identify themselves. i think there were quite a few sessions where we wrestled, how we do we effort effectively articulate this in our report, do not undermine theseot values and be able toue reinforce for those who read our report that we think are critically important and intertwined. >> thank you. i'm going to help most of my
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coughing is while i am muted but thank you for having me and thanks to my colleagues on the task force and those who are not here today. i think professor saidor it, i would like to amend the word mold to be dialogue and deliberation. i think working on this task force, we were directly practicing the skills we are asking these universities to go out and practice themselves. it did take a while there were certainly times we spent maybe half an hour on one paragraph but i think because of that, we put together something that is really robust and can help throughout this country. what i learned a lot was constraints on university, as a student organizer, it is easy to see administration as their
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rules and sensibility to make change on campus but i have a new appreciation for the amount of stakeholders and things to consider as far as university presidents when approaching these issues. i know it's made me more sympathetic to rules than what i thought previously could easily be gone to. >> to combinatorial cochairs, what was the issue you found yourself being challenged during the course of the committee's deliberations? >> we just heard lori speak and i mentioned earlier briefly, the importance of ensuring diversity, equity and inclusion is consistent with the right of
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free expression. we want everybodyio included ethically, every kind of demographic but ideologically as well. if we have that attitude and agree that everyone is important in everyone's abuse need to be heard andd valued then we can address these objectives that some felt initially work in conflict but we believe strongly are not. >> i would agree both lori and jim on this, it was annexed learning experience for me, what i see happening in our country is the country overall is struggling with this issue and not doing a good job. i fundamentally believe the answer to how we do a good job dealing with free expression and diversity and inclusion and equity is by marrying and
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understanding that they coexist and make sure the leadership on how we do that present on our colleges and universities as a role model for the rest of the country and provide the generation of tomorrow who's prepared to do it and do it right. >> let me go to a question that i think is important, i'm not sure who wants to take it on, you stay in the report that there is overwhelming research and evidence the intellectual climate on college and university campuses being constrained, directly from the report, this is a question that is contested, especially given overreliance on anecdote and insinuation, can youou say more and what evidence you found most
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compelling that reinforces this finding? i'm not sure who wants to take that but given that characterization, the foundation when someone follows you get a sense of how you got there. >> i'll go ahead -- you can go ahead back no, he will go ahead. >> representative on our passports, he don't have much diversity of opinion on your faculty. [laughter] heon said was not the objective but let me explain how it happened. the new positions when they are open are filled by the existing faculty. it's a perpetuation on the view of those who are already there so one important consideration is we need diversity abuse on college faculty to some degree, many institutions that's not the case now so that is one factor
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that affected my opinion. >> i want to say the data reinforced what had been my observation over time. i've been in higher education the last 40 years. over the course of time, i have noted moving away from intellectualism on college campus driven, in large part by students and parents looking at college education as a means of employment and not necessarily a means for one's intellect. also data reinforced for me, but they are talking about when wouldn't want to argue their points, it's about their lived experiences, how they feel about something, not necessarily about the data and research. that compelled us to an important accommodation, we have to give students the tools to be
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able to engage in the kind of debate and intellectual conversation who want to see happen on college campuses. to take young people who've grown up primarily in homogeneous environments, throw them into a college campus setting and expect them to figure out how it is they are supposed to debate different from i think it's not -- i think what is important is we need to think about how we introduce concepts to our students and then give them the actual tools to engage in the intellectual conversation would like to see happen on our college campuses. >> thank you. does anybody else want to chime in? >> yes -- i think one of the foremost horses i look at is freedom of expression report
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that puts out surveys for students year after year end collecting data on how students feel. in 2020, 52% of students said they believe the campus climate stopping them from expressing their true feelings. you can draw a line with two points but if that continues in six years, you have one 100% of people saying they were unwilling to see that. it's incredibly concerning. students should feel comfortable and i know i talked to leaders across the country were working on creating spaces of freedom of expression and time after time, student on the campuses are refreshed by coming in for they
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are challenged with different views and different people and they set their own opinions. those two together make the case for me that it's a big problem and not only is it a big problem but it's getting worse. >> has influenced by social media and the data that says one reason students are hesitant to speak up decal is because they are afraid they will be socially ostracized by their peers on social media. faculty are afraid as well that if they say something controversial or perceived as being controversial that somebody has their videophone, it will post that all over social media so that influences the data that was talked about that is concerning to all of usi >> want to ask you, the paradox
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described in the report, our campuses in so many ways the last several decades have become morel diverse in a number of dimensions. we moved from campuses, one on campus and increasingly seen waves of religious diversity, racial diversity, increasingly more and more institutions are acutely aware of the importance of geographic diversity so if there is this paradoxical describe, our campuses are more diverse than ever and yet we have this conformity that you see as being important. most of this at the feet of social media, how do we understand this paradox?
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>> i suggest that there's a certain inflection of the meaning of inclusion i can become a problem when one loses sight of the question, inclusion in this precisely. what i have in mind is this phenomenon mentioned that there is a sense among students, a lot of the time that their role is to somehow represent their identity, being included representative in that function but i think what we are aiming at ultimately is joining together equally in an
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enterprise that transcends identity for your demographic identity doesn't bring on any logical privilege. what we were trying to articulate is a culture of free expression and open inquiry will be inhibited when students think the challenge of fellow students opinion or judgment about something is disrespecting their identity. i think what we are trying to say is reconciliation of inclusion and free-speech principles rests on this acknowledgment we have to remind ourselves what we are doing is including everybody in the common enterprise of knowledge production. in that regardd their is a sense
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in which you check your identity at the door of the classroom, what we want to hear are your judgment. qualified or disqualified of the particular identity you happen to have. >> the random person not on the panel for her reaction, albeit random but expert who's going to be charged with responding to, as we all will be, this report trying to thinknk about whethert is optional and we can thread the needle in terms of balancing the needfo for commitment for freedom of inspection we are
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really grateful. could you talk about what you see as net worth or on your campus but how when it comes down to navigating difficult conversation, let's put an obvious one on the table, thinkl about the appropriateness for affirmative action, it's an issue that's going to be played out in the halls of congress it is being played out in the system and on campus, this is a third issue when it discussed, based on this, how do we thread the needle and have good conversation here that's robust and don't have the effect of undermining the sense of belonging on the part of
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participants in the conversation? >> the reaction to the report which i'll speak to her and talk about quickly while i'm not a member of the task force, connected to the efforts by having participated in the leading the way on freedom of expression convening a 2019 to discuss an article i co-authored in the resolution about a strategy. from my e perspective, looking t the report and particularly the recommendations from a acknowledgment on perceptions for our students once they reach our campuses was really helpful. it was important i think that we understand freedom of expression and civil discourse has changed. if we are charged, additionally from the experiences of
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adolescents, there is a difference in some cases unless exposures from a diverse way of thinking and doing, there's impact of social media alreadyoc interested in discussed and the perceived incompatibility in freedom of expression which i'll speak to mark in a moment, i do think outlining these realities in explaining the influence was important for understanding for campus leaders. i do think this is a very helpful roadmap, i liked the way the recommendations were constituency based, i think it will be helpful for campuses and aleaders to apply and adapt the recommendations in ways that
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meet the essence of their institutional mission and culture. i also say it won't surprise you, was particularlyy pleased o see the recommendation, the first recommendation about leaders needing to extend leadership capitol to support this recommendation which i like so much because i don't think these kinds of what i see the principle of free speech and diversity equity and inclusion coexisting certainly not with clarity and depth. the commitment to diversity, equity and inclusion, leaders should make the case that it's ultimately a liberalizing and
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inclusive source. at the same time, university leaders must remember student to be fully included in the campus community before you safe to come up with ideas in which they disagree. it depends on trust and respectful learning and environment for all. so how we begin to engage these issues on our campus, it's considered third rail. i see them as permission, i don't think academic institution today cannot face straight ahead the issues of diversity, equity and inclusion to include affirmative action and affirmative action. we used to ensure we get the
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kinds on our campuses for students and make our learning environment in many cases, make them electric. this intellectual curiosity we see in which professor collins talked about, the experiences and debates should be so it's hard for me to separate them out and i understand people do but the work is mission minded, mission centered and integral to the missions of our institution and to the success of our students. >> before we move on, because there are questions coming in for mike to follow up on this issue between freedom of expression and respectful
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learning environment and how we simultaneously feel in the way doctor addressed but there are others on the panel want to address this? president white for instance? >> doctor benson, that was well said and thank you for quoting me, you are quoting the reflections of all of the, members of the task force so i would like to respond to your question in response to the first question offered, they are related. so how can college leaders address tension between freedom of expression and respectful learning environment? this is in the campus community. in our report, we underscore that this is not easy work and
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as said before, they have to use their pulpit and capitol to be able to convey why this is so important and model ways in which we might respond. for example on my campus, most recently, we had a professor who used the n word, not directed toward an individual student but in thent bound classroom conversation, quoting somebody else using the and word in describing others. students tooknt offense, studens asked me if i would ban the word on campus so i wrote to the campus community and set no, i am not banning the word, let me tell you why. i went on to talk about english majors, there are books i've read that use theaj word that i
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certainly wouldn't want banned in the classroom. there arelyla videos i've used t use that word which could also be used in classroom teaching and i certainly wouldn't want to have to intervene in a situation where somebody was playing rap music in their dorm room where the word was being used. i also set the word up orange, i wouldn't encourage others to use it, i don't use it and there may however be situations in a classroom setting where that word mightua be assigned in a tt or movie or etc. i think that's an example in which we can convey there are certainnv words we don't support but defend the right of the campusd , the speaker or profesr to choose particular books or material and why that's so important. >> we have a question that has come in.
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i'll leave this open to the committee, maybe ralph might want to think about responding earlier. discussions withh college, freedom of expression help shape your recommendation? >> a lot of thehe recommendatios are basically creating a campus that is welcoming freedom of expression. in my experience, and i convey this, they would like to feel they are in university and idease to discuss these but have to feel like it's a welcomed thing. so many of the recommendations in theof report are talking abot creating a more welcoming campus
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environment to go back to what professor said, i think students are the university. when i am engaging students and if we are not working with them, things are not going to be great. another thing, this is a culture issue you i can't mandate people appreciate diversity, it's not something that's going to work. this is a long process are you looking for administrators andnd eventually students who support listening to other people and support the ideas of freedom of expression so the culture as a whole can be welcoming in those ideas as well. >> are there other thoughts from members of the panel? >> i would add something, i saw a question in the chat that was
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addressed how one might go about promoting diversity in the classroom. the first thing you do is you build it in but more important me, one has to remind, and i think this is something that's tried to be t done by using expression embrace diversity. we have to remind ourselves that the biases that afflict us in the community are the cognitive biases we all come with, the pendency of individuals communities to want to stay within the comfort zone of their existing opinion. if it's going to be a knowledge
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community, it's got to value skepticism, seek out controversy and fight arguments. it's got to disrupt that comfort that we all latch onto. that is the great value. i don't think jon stewart know the solution to what campus culture is. enduring arguments remind us of the pendency to last into orthodoxy. unless that is actively disrupted, that's what we are going to tend to get because difficult to tolerate an idea or opinion that upsets you but you can't be part of the knowledge
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producing activity if you are going to immunize yourself or shield yourself from suffering that kind of provocation. you need to seek out the disagreements, the only way the knowledge business amounts to anything. >> somehow if somebody has an ideabo we be humanly disagree with, we disagree not only with the idea but we think the person who offered the idea is lawful and bad so our challenge is also to pick out how we can be in a farming community, a community built on trust such that if dan and i have a contentious argument, we can still leave the room and have a bite to eat with onend another and not say we
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forever stand in the opposite corners of the university. we are nowhere near that yet but in order for us to have freedom of expression on campus, we have to figure out a way to get there. p >> go ahead, sorry. >> a friend of mine had a motto that i think is a good one, when you are in heated debate with someone, you argue, i nearly think you are mistaken. give your reason and separate the reason from the person, that's a fundamental principle in arguments but we lost that practice, i think.ic >> we have a question from john wilson, colleges create programs
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in the study of free expression in order to have an institutional commitment to freedom? do we need a specific program initiative around this issue in order to meet the aspirations you've dictated in your report? >> i'm not sure we need a center but one thing we've done as a result was critical theory where we invited diversity experts, professors cornell west, robert professor -- howard ross and jonathan, when he visited, agreed to be part of something he was doing on open minds. we haveel partnered with academs
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and office of inclusion and diversity albany university college. this platform is designed -- you all know, the polarized community and really affect mutual understanding. we now have 250 students who have gone through that experience. i think it is an impact on our campus so some is take advantage of the tools available out there now and engaging them on campus. >> we are almost at an end but i do want to return back to the two cochairs and i am incredibly symbiotic to the arguments you are making, it's been very thoughtfully set out in the report is there any part of you that worries some of the reaction might be yes, we've heard the argument, we are not
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persuaded. that is to say i think for a lot of us, the concern here is we job of done a good making the argument for free speech and important foundational role played in a likely democracy but i can imagine some people even fa hear the argument they would say i'm not convinced. i think you got wrong in terms of how you think about the individual rights of dignity, free from insult and absolutist when it comes to first amendment protection and other places like my pump country, canada criminalizes hatred, expression of group hatred. is there any part of you that appears maybe the argument won't go to a certain generation, they are not buying the argument? i think it's an important question to ask. >> and went who has that view, i continue to respect happy to go
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out and have a bite to eat with him or her. but we have a specific skill in this country, we've got to find a solution. if it's not this, then what max otherwise we will continue to have disruption about the kind of polarization that leads us to want to find a solution. we had anwh episode on our camps where a professor was injured, but shouting down of a speaker. we've got to findof a path forwd whether it center or another approach, we have toot elevate e scales of citizenship to be an important objective of higher education so if we agree on the goal, we can figure out the best path to achieve it but i hope we can agree we need a more civil society if discourse and
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opportunity for people to express themselves speak knowledge into a community that respects everyone's view. >> i agree. democracy is kind of difficult to say the least. freedom of expression, i have to be a lawyer, freedom of expression has been an issue for the u.s. supreme court on how many different occasions are still evolving, still growing, still maturing. now it's really being challenged diversity equity and inclusion. rather than say to someone okay, we fundamentally disagree and i'm done with you, that is not the answer. it continues to include that individual, continue to grow continue to mature and understand fundamentally democracy, while challenging, is best in the world, freedom of expression is the foundation of success in this country and on
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our colleges and universities. if we, as a country, want a better tomorrow than it lies fundamentally with our youth. there we can create those who understand, those who provide civic leadership in those who can make sure there's respect, alive and well, who can disagree without beingel disagreeable? ... who did contribute to the bipartisan policy council, and particularly, this is the beginning of a new day for civic responsibility and leadership in the country. i hope our college and university presidents across the country will see if their leadership and responsibility -- to see it is there charge for leadership and responsibility is better tomorrow than today.
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pres. daniels: thank you. over to you. dr. merrill: thank you. thank you to ronald daniels, task force members,1, --chris gregoire thank you all for your insights today and thank you to our onions for joining us. the task force is available for download on our web site and we will report her findings at the person policy.org and members of the sharing their report in its finding and a variety of symposium forms including plenary sessions in the upcoming policy conference, lutheran education conference north america of president and usa college chapter -- chaptersr
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across the country with college presidents have served in electedde office including colle present and former u.s. representative stephanie sandberg and build the college and term president and former governor gary locke back. we will be yet -- southwest debut. the reporting is available for download on our web site at partisanen policy.org and you cn reach the dow source or writing to us or e-mailing us free period expression that i partisan policy.org. all of us are whooshing those of you on college campuses the very best for the upcoming spring 22 semester. it's been a very challenging to 20 months and we wish you all the best in experiencing a more normal academic setting. thank you tour audience and all of you joining us today. best wishes for the holidays and thank you and have a good day.
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