Coming Together for Free Speech

Education |
By Michael Q. McShane | Read Time 2 minutes minutes

In an earlier post I argued that Dr. Charles Murray’s assault at Middlebury College might mark a turning point in the battle for free speech on college campus. As if on cue, two leading American intellectuals published an open letter supporting free speech and encouraging other academics to sign it.

Robert George and Cornel West provide a great example of the kinds of open intellectual exchange that should happen on college campuses. For over a decade the two have team-taught a course at Princeton that examines important works of political philosophy and offers students a chance to see these works from George’s right-leaning and West’s left-leaning perspective.  (If you want some indication of how this might look, check out this video of George and West talking about the purpose of a liberal education at AEI last fall.)

The letter, now signed by hundreds of scholars, is worth reading in full, but I do want to highlight two paragraphs that I found especially compelling:

None of us is infallible. Whether you are a person of the left, the right, or the center, there are reasonable people of goodwill who do not share your fundamental convictions. This does not mean that all opinions are equally valid or that all speakers are equally worth listening to. It certainly does not mean that there is no truth to be discovered. Nor does it mean that you are necessarily wrong. But they are not necessarily wrong either. So someone who has not fallen into the idolatry of worshiping his or her own opinions and loving them above truth itself will want to listen to people who see things differently in order to learn what considerations—evidence, reasons, arguments—led them to a place different from where one happens, at least for now, to find oneself.

All of us should be willing—even eager—to engage with anyone who is prepared to do business in the currency of truth-seeking discourse by offering reasons, marshaling evidence, and making arguments. The more important the subject under discussion, the more willing we should be to listen and engage—especially if the person with whom we are in conversation will challenge our deeply held—even our most cherished and identity-forming—beliefs.

A good lesson for all of us.

About the Author

Michael Q. McShane is Senior Fellow of Education Policy at the Show-Me Institute.  A former high school teacher, he earned a Ph.D. in education policy from the University of Arkansas, an M.Ed. from the University of Notre Dame, and a B.A. in English from St. Louis University. McShanes analyses and commentary have been published widely in the media, including in the Huffington Post, National Affairs, USA Today, and The Washington Post. He has also been featured in education-specific outlets such as Teachers College Commentary, Education Week, Phi Delta Kappan, and Education Next. In addition to authoring numerous white papers, McShane has had academic work published in Education Finance and Policy and the Journal of School Choice. He is the editor of New and Better Schools (Rowman and Littlefield, 2015), the author of Education and Opportunity (AEI Press, 2014), and coeditor of Teacher Quality 2.0 (Harvard Education Press, 2014) and Common Core Meets Education Reform (Teachers College Press, 2013).

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