Published on 22 Oct 2016
Start your free trial of the Great Courses Plus at: http://ow.ly/KUvh30491YZ
Indy is sitting int he chair of wisdom again and answers all your questions about the First World War. This week we talk about technical and tactical innovation, pals battalions and the German officers in the Ottoman Army.
October 23, 2016
Technical vs. Tactical Innovation – German Officers in the Ottoman Army I OUT OF THE TRENCHES
Comments Off on Technical vs. Tactical Innovation – German Officers in the Ottoman Army I OUT OF THE TRENCHES
Engaging with “challenging subjects”
In the Guardian, Frank Furedi talks about the challenges faced by university instructors when they need to expose their students to “challenging materials”:
Students studying the archaeology of modern conflict at University College, London, have been told they are permitted to leave class if they find the discussion of historical events “disturbing” or traumatising. This does not surprise me. Shielding students from topics deemed sensitive is fast gaining influence in academic life.
My colleague at another university showed a picture of an emaciated Hungarian Jewish woman liberated from a death camp. A student, yelled out, “stop showing this, I did not come here to be traumatised”, disrupting his lecture on the Hungarian Holocaust. After the student complained of distress, caused by the disturbing image, my colleague was told by an administrator to be more careful when discussing such a sensitive subject. “How can I teach the Holocaust without unsettling my students?” asked my friend. Academics who now feel they have to mind their words are increasingly posing such questions.
Throughout the Anglo-American world universities have drawn up protocols warning of exposing students to “sensitive subjects”. Astonishingly, the university is now subject to practices that demand levels of conformism historically associated with narrow-minded, illiberal institutions. The terms “sensitive subject” or “challenging subject” are used by administrators to designate a class of topics portrayed as a risk to students’ wellbeing.
[…]
It is difficult to think of any powerful literary text that does not disturb a reader’s sensibility. Consequently virtually any classic text could incite a demand for a trigger warning. A Durham University student complained that his class was “expected to sit through lectures and tutorials discussing Lavinia’s rape in Titus Andronicus”, though he was delighted that “we did get a trigger warning about bestiality with regard to part of the lecture on A Midsummer Night’s Dream”.
It is difficult to avoid the conclusion that, once sensitivity becomes a commanding value in academic teaching, the range of topics deemed sensitive will expand. This has far-reaching implications for academic teaching. Once the teaching of an academic topic becomes subordinated to a criterion that is external to it – such as the value of sensitivity – it risks losing touch with the integrity of its subject matter. At the very least, academics have to become wary of teaching topics in accordance with their own inclination as to what is the right way of communicating their subject.
Sadly, far too many academics have responded to the pressure to protect students from disturbing ideas by censoring themselves.
Comments Off on Engaging with “challenging subjects”
QotD: The coalition of the cool
[T]here’s this fundamental problem where so many people who identify themselves as being part of the broad left define their coalition based on linguistic cues, cultural overlap, and social circles. The job of politics, at its most basic, is finding common cause with people who aren’t like you. But current incentives seem to point in the opposite direction — surveying the people who are just like you and trying to come up with ways in which that social connection is actually a political connection.
As usual, I blame the internet, which I’m more and more convinced is one of the worst things to ever happen to the left. It encourages people to collapse any distinction between their work life, their social life, and their political life. “Hey, that person who tweets about the TV shows I like also dislikes injustice,” which over time becomes “I can identify an ally by the TV shows they like.” The fact that you can mine a Rihanna video for political content becomes, in that vague internety way, the sense that people who don’t see political content in Rihanna’s music aren’t on your side. The fact that you are part of the tiny sliver of humanity that lives in very small geographical and social enclaves in a handful of coastal cities and can identify some such thing as the “litbro” doesn’t change the fact that 99.9% of the people who use the term “bro” would find the conflation of that term with a love for literature totally, utterly confusing. But since those enclaves are vastly overrepresented in digital media, so is the concept of the litbro, which then becomes another means through which potential allies are alienated by the obscurity and insiderism of left discourse. With no one particularly intending it to be so, left discourse becomes indistinguishable from a social discourse that is exclusive rather than inclusive.
Fredrik deBoer, “getting past the coalition of the cool”, Fredrik deBoer, 2015-11-09.
Comments Off on QotD: The coalition of the cool
