时间:2019-01-12 作者:英语课 分类:2016年VOA慢速英语(七)月


英语课

University Students, Professors Clash over 'Free Speech' 大学生与教授因“言论自由”冲突


Freedom of speech is protected in the first amendment 1 to the U.S. Constitution. But universities across the U.S. are debating if they will tolerate all kind of speech on campus – even speech that students say is offensive, hateful or divisive.


For example, in 2015 a University of Kansas professor almost lost her job after students complained that she used the racial slur 2 known as the “n-word.” The word has historically been used in the U.S. to demean African-Americans.


However, a four-month investigation 3 showed the professor used the word not as an insult but as part of a discussion on race.


At Yale University two professors, a husband and wife, both stepped down from their positions in May 2016. This came after students demanded they be removed for an email one of the professors sent to students.


The email criticized the university administration for asking students to avoid wearing costumes that might be considered culturally insensitive for the holiday called Halloween.


And in Illinois last year, Northwestern University investigated one of its professors after she wrote a controversial article for the Chronicle of Higher Education.


In it, the professor criticized some universities’ new rules against sexual relationships between professors and students. She said the rules promoted an idea of professors as having nearly unlimited 4 power over students. And, she said, the rules promoted an idea of students as victims. Those ideas, she said, create a feeling of extreme fear about sex.


Students reacted strongly to the article. They said the professor’s words made them feel uncomfortable about reporting sexual misbehavior on campus.


Eventually, the university announced the professor had not violated any law.


What is the role of the university?


"That is part of the college experience: to read, to think, to hear ideas..."


In answer to these events and others, university leaders are discussing how free speech fits into higher education.


Scott A. Bass 5 is the provost at American University, or AU, in Washington, DC. He has worked in higher education for almost 40 years.


Bass says professors have a duty to challenge their students’ thinking. He says professors should discuss topics that may be controversial or make students feel uncomfortable.


"That is part of the college experience: to read, to think, to hear ideas that may be congruent or different than what you have long thought. That is part of the development of intellectual life and part of what a university stands for."


Bass says the faculty 6 senate at AU shares this view of a college experience. In 2015, the senate voted to approve a statement protecting freedom of speech at their school.


Bass says the faculty senate at AU rarely completely agrees on anything. But every single member agreed to the statement released last September.


The statement said, in part:


"As laws and individual sensitivities may seek to restrict, label, warn, or exclude specific content, the [university] must stand firm as a place that is open to diverse ideas and free expression. These are standards … that American University will not compromise."


Controversy 7 outside the classroom


AU is not the only university to make such a statement. In the last two years, faculty committees at the University of Chicago and the University of Minnesota formally defended freedom of speech at their schools.


Colin Campbell is the head of that faculty committee at the University of Minnesota. He says the faculty chose to approve the statement following several student protests about controversial events outside the classroom.


In one event, students objected to a poster that showed an image of the Muslim religious figure Mohammed. The image was originally published by the French magazine Charlie Hebdo, after a 2015 attack on its offices in Paris. Faculty created the poster to advertise an event discussing, ironically, free speech.


"Your ability to understand your own arguments becomes stronger when they’re challenged..."


But University of Minnesota students complained that the poster was offensive to Muslim people. Most Muslims around the world object to drawings or other visual images of Mohammed.


In another event at the University of Minnesota, some students protested when other students invited a divisive journalist to speak on campus. Journalist Milo Yiannopoulos is well known for making controversial statements.


Stephanie Taylor helped organize the protest. She belongs to a group called Students for a Democratic Society at the University of Minnesota, or SDS. The group objects to Yiannopoulus, calling his language and ideas "hate speech."


Taylor says the protests were not trying to prevent Yiannopoulus from speaking or anyone else from listening. But, she says, her group believes they must speak against people they feel use their public identities only to spread hate.


"These are speakers that have free speech all the time and they actually have more platforms … than most people do on this campus. That is, the positions of power that they’re in, the money that they are being given … to spew, for lack of a better word, ideas at people that are not, in our opinion, furthering a greater good."


Campbell says students often protest when controversial public figures come to campus. He agrees that universities hold power when it comes to who teaches and whom they invite to speak. Yet, Campbell says shouting and making noise does not help people with different beliefs reach common ground.


"Your ability to understand your own arguments becomes stronger when they’re challenged. … And I feel like our culture would be strengthened by examining and debating and discussing with individuals with whom we don’t agree."


Campbell adds that free speech at universities has brought positive social change. He says that 30 years ago, most people did not want to discuss HIV/AIDS because it was a disease that mostly affected 8 the homosexual community. But because universities were able to explore a controversial topic, researchers could achieve many successes towards treating the disease.


Can young people today accept different opinions?


Bass at American University says young people today have problems accepting opinions different from their own. Social media makes it possible for young people to read and hear only information they already agree with, he says.


Indeed, public opinion in the U.S. seems to moving toward limiting free speech. A 2015 Pew Research Center study showed that 40 percent of Americans between 18 and 35 years old believe the government should be able to censor 9 language that is offensive to minorities.


But Bass says it is important to remember that censorship has a dark history. In the U.S. in the 1940s and 1950s, government officials used censorship to prevent people from supporting communism.


At the time, Senator Joseph McCarthy became known for investigating so-called critics of the government. His campaign unfairly ruined the careers and reputations of many people.


Other solutions


Sarah McBride offers another point of view. She asks universities simply to proceed carefully with heated subjects.


McBride is the national press secretary for the Human Rights Campaign, or HRC. The HRC is a non-profit group that supports equal treatment for homosexual and transgender people.


"Schools individually should and can make the decision about what is hate speech and what is offensive..."


McBride says students from marginalized populations have often lived through horrible experiences. Sometimes discussing these topics can cause people to relive those experiences. Many young people have asked professors at least to warn students that difficult topics will be discussed.


However, Bass at AU says professors cannot possibly know of every bad experience that every student has ever had. Universities should try to create support and community for these students, he says. But creating that kind of warning system, called “trigger warnings” by some, would be almost impossible.


McBride acknowledges that students and faculty must work together to find solutions.


"Schools individually should and can make the decision about what is hate speech and what is offensive. … But it’s not this black and white conversation that I think folks on both sides tend to make it out as."


Campbell at the University of Minnesota agrees with McBride: neither side of this debate is completely right, they say.


For one thing, Campbell says, his students’ objections to some speech suggest they are much more understanding of other people and cultures than students were in his generation. And, he says, that attitude makes him proud.


But in the end, Campbell adds, universities can only create policies which suggest what sort of language and activity they feel is inappropriate. It is the role of the U.S. Supreme 10 Court to decide what is legally protected under freedom of speech.


Words in This Story


tolerate – v. to let something that is bad or unpleasant exist, happen, or be done


divisive – adj. causing a lot of disagreement between people and causing them to separate into different groups


complain(ed) – v. to say or write that you are unhappy, sick, or uncomfortable or that you do not like something


slur – n. an insulting remark about someone or someone's character


demean – v. to cause someone or something to seem less important or less worthy 11 of respect


costume(s) – n. the clothes that are worn by someone such as an actor who is trying to look like a different person or thing


insensitive – adj. showing that you do not know or care about the feelings of other people


controversial – adj. relating to or causing much discussion, disagreement, or argument


uncomfortable – adj. causing a feeling of being embarrassed or uneasy


misbehavior – n. to behave badly


provost – n. an official of high rank at a university


challenge – v. to say or show that something may not be true, correct, or legal


congruent – adj. matching or in agreement with something


faculty – n. the group of teachers in a school or college


sensitivities - n. the tendency to become upset about things that are done to you, are said about you, or relate to you


diverse – adj. made up of people or things that are different from each other


poster – n. a usually large printed notice often having a picture on it that is put in a public place to advertise something


ironically – adv. strange or funny because something such as a situation is different from what you expected


journalist – n. a person whose job is collecting, writing, and editing news stories for newspapers, magazines, television, or radio


campus – n. the area and buildings around a university, college or school


spew – v. to cause something to flow out in a fast and forceful way


homosexual – adj. based on or showing a sexual attraction to people of the same sex


censor – v. to examine books, movies, or letters in order to remove things that are considered to be offensive, immoral 12, harmful to society


reputation(s) – n. the common opinion that people have about someone or something


proceed – v. to continue to do something


transgender – adj. of or relating to people who have a sexual identity that is not clearly male or clearly female


marginalized – adj. put or kept in a powerless or unimportant position within a society or group


proud – adj. very happy and pleased because of something you have done, something you own, someone you know or are related to


inappropriate – adj. not right or suited for some purpose or situation



n.改正,修正,改善,修正案
  • The amendment was rejected by 207 voters to 143.这项修正案以207票对143票被否决。
  • The Opposition has tabled an amendment to the bill.反对党已经就该议案提交了一项修正条款。
v.含糊地说;诋毁;连唱;n.诋毁;含糊的发音
  • He took the remarks as a slur on his reputation.他把这些话当作是对他的名誉的中伤。
  • The drug made her speak with a slur.药物使她口齿不清。
n.调查,调查研究
  • In an investigation,a new fact became known, which told against him.在调查中新发现了一件对他不利的事实。
  • He drew the conclusion by building on his own investigation.他根据自己的调查研究作出结论。
adj.无限的,不受控制的,无条件的
  • They flew over the unlimited reaches of the Arctic.他们飞过了茫茫无边的北极上空。
  • There is no safety in unlimited technological hubris.在技术方面自以为是会很危险。
n.男低音(歌手);低音乐器;低音大提琴
  • He answered my question in a surprisingly deep bass.他用一种低得出奇的声音回答我的问题。
  • The bass was to give a concert in the park.那位男低音歌唱家将在公园中举行音乐会。
n.才能;学院,系;(学院或系的)全体教学人员
  • He has a great faculty for learning foreign languages.他有学习外语的天赋。
  • He has the faculty of saying the right thing at the right time.他有在恰当的时候说恰当的话的才智。
n.争论,辩论,争吵
  • That is a fact beyond controversy.那是一个无可争论的事实。
  • We ran the risk of becoming the butt of every controversy.我们要冒使自己在所有的纷争中都成为众矢之的的风险。
adj.不自然的,假装的
  • She showed an affected interest in our subject.她假装对我们的课题感到兴趣。
  • His manners are affected.他的态度不自然。
n./vt.审查,审查员;删改
  • The film has not been viewed by the censor.这部影片还未经审查人员审查。
  • The play was banned by the censor.该剧本被查禁了。
adj.极度的,最重要的;至高的,最高的
  • It was the supreme moment in his life.那是他一生中最重要的时刻。
  • He handed up the indictment to the supreme court.他把起诉书送交最高法院。
adj.(of)值得的,配得上的;有价值的
  • I did not esteem him to be worthy of trust.我认为他不值得信赖。
  • There occurred nothing that was worthy to be mentioned.没有值得一提的事发生。
adj.不道德的,淫荡的,荒淫的,有伤风化的
  • She was questioned about his immoral conduct toward her.她被询问过有关他对她的不道德行为的情况。
  • It is my belief that nuclear weapons are immoral.我相信使核武器是不邪恶的。
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