A new survey about college students’ attitudes towards free speech has come out (1500 students were polled):
While “hate speech” is odious, as long as it steers clear of well-established exceptions to the First Amendment…it is constitutionally protected. The survey results, however, indicate that many college students believe that hate speech is unprotected…
…[A]cross all three political affiliations [Democrat, Republican, Independent] listed in the table, fewer than half of the respondents indicated a belief that hate speech is constitutionally protected. The very significant gender variation in the responses is also noteworthy.
Only among college men did more than half of the respondents answer “yes,” and even that group was only a bare majority (51%). The only other group where more people answered “yes” than “no” was Republicans, and only by 44% (versus 39% answering “no”).
The study goes on to note that a significant number of respondents (the percentages were in the high teens and low twenties) supported using violence to prevent a speaker they disagree with from speaking. In this case, the percentages of Democrats and Republicans who felt this way were almost identical. Thirty percent of the male respondents supported violence in a situation like that, whereas only 10% of females did.
In addition, most students seemed to think that the First Amendment requires that the colleges hiring controversial or offensive speakers must present rebuttals, as well.
Perhaps the most depressing response to a question was that, when asked whether they preferred a university that presented all points of view or one that prohibited biased or offensive speech, the results were as follows:
…[A]cross most categories, and in the aggregate, the majority of students appear to prefer an environment in which their institution is expected to create an environment that shelters them from offensive views. The exceptions are among Republicans and Independents, though even in those categories nearly half of the students still expressed a preference for the more sheltered environment.
It is to be expected. After all, this reflects what students have been taught and/or not taught. The “not taught” part refers to the decline of fairly intense and ubiquitous instruction in what was called “civics” when I was young. The subject matter was government, with an emphasis on liberty in particular.
This is from a 2011 article:
“When I went to school, we had all kinds of courses on civics and government,” says retired U.S. Supreme Court Justice Sandra Day O’Connor, who is pushing to revive civic education. “Today, at least half of the states don’t even require high school students to take civics; only three states require it in middle school.”
A group known as the NAEP regularly tests students for civics knowledge, among other things, and the most recent survey (2014) found that only 23% of eighth-graders performed at or above a proficiency level (the levels are basic, proficient, and advanced), with black and Hispanic students doing far more poorly than that. It’s a sad thing, and one that probably could be easily improved by curriculum changes—although I imagine many of the teachers, reared under the same civics-ignorant system, would need some heavy-duty brush-up courses in the subject themselves in order to teach it properly.
Some of the decline in civics teaching is a result of funding problems. But faced with funding cuts, school systems make decisions on what is important and what is less important, and somewhere the decision must have been made to jettison civics in many cases. I doubt this was an arbitrary decision, either. I believe it was most likely part of the leftward drift of education in recent decades, and it was purposeful. A public ignorant of its liberties is a public that can better be manipulated by political activists.
But that’s far from all. That was the “not taught” part. Then there’s the “taught” part. A big problem is the philosophy of education—and perhaps even of life—that is rampant these days. I’m not sure what to call it, but it fosters the idea that educational environments should be protective rather than challenging. That idea has many elements to it, including anti-bullying campaigns, trophies and social promotions for all, and an attitude of “you’re perfect just the way you are.”
It’s not that the impulse to protect young children from abuse is wrong. We don’t want schools to resemble Lord of the Flies. But the pendulum has swung way too far in the other direction, IMHO. I conceptualize the dilemma as the exoskeleton approach vs. the endoskeleton approach (I used a similar metaphor in a different although somewhat related context here).
When I was growing up, the world was considered a tough place. Though most parents wanted to protect their children, they thought the best way to do that was to teach their children to develop inner strength in order to protect themselves from the blows and hurts they would inevitably encounter in life. That’s the endoskeleton approach. Today’s parents may pay lip service to that, too, but these days there is far more of a tendency than in the past to use the exoskeleton approach—that is, to demand that the surroundings buffer their children so that the children never have to encounter aggression or nasty words. The idea is a surrounding shell of protection rather than a strong inner spine.
It’s not either/or, of course. Ideally, it would be nice to have both, and I would imagine most parents want some of both to a certain degree. But the balance has shifted markedly. That children’s nursery rhyme of my youth—“sticks and stones may break my bones but names will never hurt me”—do we ever hear it anymore?
I don’t know; I don’t exactly have my finger on the pulse of kids these days. So perhaps they’re too busy being on social media to chant any rhymes at all. But I can’t help but think that all of these things feed into poll results such as the ones we have today.
[ADDENDUM: Here’s another survey. This one’s of adults, and it’s just as depressing.]