You are currently browsing the tag archive for the ‘University’ tag.
Violence is violence. Calling terrorism ‘decolonizing’ does not change the terror event into a positive. Post colonial theory should not be the only lens that is used when viewing events in our world. From Jonah Davids on the Hub:
“So why do Canadian universities find the murdering of innocent Israelis less objectionable than innocent Ukrainians? Or for that matter, why do they find terrorism less condemnable than parents protesting the way many schools are teaching gender and sexuality to young students? Perhaps the answer lies in the fact that for years, universities have been teaching and promoting postcolonial theory, which views relationships between people, organizations, and countries through a simplistic oppressor/oppressed framework. It’s easy to view these theories as ivory tower pantomime, but this week’s events have made clear that their adherents take them very seriously, and believe that violence is acceptable if it’s an “oppressed” or “colonized” group rising up against an “oppressor” or “colonizer.” Pro-Palestinian protesters across Canada have employed this rhetoric, calling Israel and Canada colonialist states and justifying Hamas’ activity as part of decolonization.
Such an explanation, however, may overintellectualize what is simply a gross failure to educate the Canadian public on the atrocities committed against Jews historically and to dissuade them from antisemitism. In a 2019 survey, half of Canadians said they did not know that six million Jews had died during the Holocaust, and one in five young Canadians had never heard of the Holocaust. Canada is an increasingly diverse nation lacking a sense of identity or common values, and pro-Hamas protests demonstrate the limits of our pluralist approach to statecraft. Perhaps university administrators trying to size up the conflict, knowing little of Jewish history but much postcolonial theory, opted for a “both sides” approach. This is a charitable reading, but it is the one I would prefer to be true, rather than them actually believing that hundreds of Jews in Israel are less worthy of a public statement than the death of a single Black man in America.”
Universities should be places where the hard discussions can be had. Contentious issues are what Universities are made for… or at least what they were made for.
Once you meet the interloper please observe his tactics. He is attempting to provoke a reaction using mid level violence techniques. His goal, while completely discrediting himself, was to discourage debate. His asshollery was deliberate. Never give them what they want, as the goal of their ‘activism’ is your reaction.
It may be hard in the moment but let them be the clowns and disrupters – you keep your cool like the trio of Billboard Chris, Peter Boghossian and James did.
Never heard of mid level violence? Find out.
This is happening in 2023 folks. More of us need to stand up and say no to the trans-terrorism being enacted against women.
My undergraduate University days were nothing like what is routinely described as the ‘University Experience’. It was a much more utilitarian experience – go to class, take notes, and then rinse and repeat the next day. Add review said notes and study as test time rolled around. The social aspect of University was pretty much all but lost on me at the time as the group of friends I had at the time did not attend. In hindsight, not having friends doing the same thing made focusing on my studies much more difficult and it extended my stay at the lovely U by a few years. Lessons learned and what not.
So, my Uni days were, to oversimplify, just highschool but harder. My real learning started or at least the path to intellectual maturity started after I earned my degree. It also helped that my partner was smart af and pushed me to become more rigorous in developing and defending my thoughts and arguments. So when I read this essay I could understand what they where saying, but couldn’t really relate to what was being said of the state of university/college campuses regarding the moral/social development of their students.
For me, finding my moral and ethical centre was quite independent of the educational process, such as it was, during my tenure at the U. Granted, of course, I was being exposed to and learning about topics that would, in the future, inform my ethical-self and boundaries, but nothing on the level which seems to happen in the US college scene. So then while reading this quote intrigued me:
“It is entirely reasonable, then, for students to conclude that questions of right and wrong, of ought and obligation, are not, in the first instance at least, matters to be debated, deliberated, researched or discussed as part of their intellectual lives in classrooms and as essential elements of their studies. “
What? Isn’t inside the classroom where the great arguments and debates should happen? I mean, it is in the university that you can hash out and grapple with the big problems with the help of professors and the knowledge that they bring and provide of the big thinkers that have grappled with these questions in the past. The university is where you can make mistakes and get nuanced feedback that will sharpen your intellectual faculties and better equip you to lead the examine life, right?
(It’s funny – none of this really happened for me – sit in class, get taught stuff, regurgitate stuff – was the order of the day). But yeah, in the formal sense, if you’re not going to university to grapple with the right and wrong questions, then why go? Getting a degree for job is nice and stuff, but attending higher education is supposed to be more than that.
Here is an excerpt from Wellmen’s take on the the state of the university experience in the US:
“The transformation of American colleges and universities into corporate concerns is particularly evident in the maze of offices, departments and agencies that manage the moral lives of students. When they appeal to administrators with demands that speakers not be invited, that particular policies be implemented, or that certain individuals be institutionally sanctioned, students are doing what our institutions have formed them to do. They are following procedure, appealing to the institution to manage moral problems, and relying on the administrators who oversee the system. A student who experiences discrimination or harassment is taught to file complaints by submitting a written statement; the office then determines if the complaint potentially has merit; the office conducts an investigation and produces a report; an executive accepts or rejects the report; and then the office ‘notifies’ the parties of the ‘outcome’.
These bureaucratic processes transmute moral injury, desire and imagination into an object that flows through depersonalised, opaque procedures that produce an ‘outcome’. Questions of character, duty, moral insight, reconciliation, community, ethos or justice have at most a limited role. US colleges and universities speak to the national argot of individual rights, institutional affiliation and complaint that dominate American capitalism. They have few moral resources from which to draw any alternative moral language and imagination.
The extracurricular system of moral management requires an ever-expanding array of ‘resources’ – counselling centres, legal services, deans of student life. Teams of devoted professionals work to help students hold their lives together. The people who support and oversee these extracurricular systems of moral management do so almost entirely apart from any coherent curricular project.
It is entirely reasonable, then, for students to conclude that questions of right and wrong, of ought and obligation, are not, in the first instance at least, matters to be debated, deliberated, researched or discussed as part of their intellectual lives in classrooms and as essential elements of their studies. They are, instead, matters for their extracurricular lives in dorms, fraternities or sororities and student activity groups, most of which are managed by professional staff. “
It seems less of an organic process, and more of a ritualized ‘thing ya do’ to start making the bucks in society. It seems like such a waste that we have strict qualifications to get and to graduate, but at the same time that we’re not challenging people, making them stretch and reform their assumptions about the world. Where else can we have the space to do such important life work?
bleatmop
Mystro
Dead Wild Roses 
Your opinions…