In “The Indispensable Right,” I discuss how academics are now leading an anti-free speech movement on campuses that challenges the centrality (or even the necessity) of free speech protections in higher education. The latest such argument appeared this month in the Chronicle of Higher Education.
Two Arizona State University professors — Richard Amesbury and Catherine O’Donnell — wrote that free speech concerns yield too much to the “right wing” and that free speech should not be given the protection currently afforded by universities and colleges. Indeed, they argue that free speech may be harming higher education by fostering “unworthy” ideas.
Amesbury teaches religious studies and O’Donnell teaches history at ASU. They wrote an article titled “Dear Administrators: Enough with the Free Speech Rhetoric! It Concedes Too Much to the Right-Wing Agenda.”
The two academics challenge the long-held view of the centrality of free speech to higher education. Notably, many of us have been alarmed by the erosion of free speech on our campuses, but Amesbury and O’Donnell seem to worry that there is still too much protection for opposing views. Worse yet, they suggest that the free speech objections are often part of a right-wing funded agenda.
In fairness, to the two professors, they do not reject the overall value of free speech, but challenge “the assumptions that free speech is a cardinal virtue of higher education, and that colleges should aspire to a diversity of opinions.” They insist that higher education is about finding truth and that means that false ideas are inimical to our mission as educators. Indeed, they question the need for “intellectual diversity”:
Our contention is that calls for greater freedom of speech on campuses, however well-intentioned, risk undermining colleges’ central purpose, namely, the production of expert knowledge and understanding, in the sense of disciplinarily warranted opinion. Expertise requires freedom of speech, but it is the result of a process of winnowing and refinement that is premised on the understanding that not all opinions are equally valid. Efforts to “democratize” opinion are antithetical to the role colleges play in educating the public and informing democratic debate. We urge administrators toward caution before uncritically endorsing calls for intellectual diversity in place of academic expertise…
A diversity of opinion — “intellectual diversity” — isn’t itself the goal; rather, it is of value only insofar as it serves the goal of producing knowledge. On most unanswered questions, there is, at least initially, a range of plausible opinions, but answering questions requires the vetting of opinions. As some opinions are found wanting, the range of opinion deserving of continued consideration narrows.
As a threshold matter, what is so striking about this argument against intellectual diversity is that it is made at a time with little such diversity in most departments. Seeking a wider range of viewpoints on departments does not “concedes too much to the right-wing agenda.” It acknowledges a growing problem across higher education, It is an educational agenda that has prompted many of us to raise the reduction of intellectual diversity.
Hellbound and Down 