“We should take exception, however, to the notion that students’ recent demands show they are cosseted, lacking resilience, or somehow seeking to infantilize themselves. On the contrary, these students are taking on deeply entrenched problems, such as institutional racism, and showing that they are determined to do something about it.”
In his 2016 article for The Advocate, National Education Association attorney Jason Walta vainly attempts to defend what has since become a caricature of student activism on American college campuses, replete now as then with the same disruptive and petty tactics of a youth different only in age but not in naivete, impervious to both fact and consensus.
And apparently to jurisprudence, for Walta’s defense below that tactics such as shouting down speakers, disrupting official school business, and threatening to riot are within students’ right to freely express bring into sharp relief a degree of deceit that borders on malpractice:
“Universities are— and should remain—bastions of free inquiry for students and faculty alike. That means students are free to protest and to issue whatever demands they think will advance their cause. And, it means that teachers and administrators should tolerate and even invite forceful protest and debate.”
Students actually possess no right to “forceful[ly] protest,” despite what Walta—a credentialed attorney—claims, let alone an entitlement to commit violence that easily qualifies as “forceful protest.” In fact, interrupting and interfering with academic affairs, including school-sanctioned events, are not protected by any legal document, let alone the U.S. Constitution. Rightfully so, such unprotected tactics have increasingly received greater public scorn.
It is also unnecessary to insist universities and colleges remain epicenters of free inquiry of ideas. It is disingenuous, however, to proclaim such and then fail miserably at reconciling students’ moblike behavior and childish aggression when confronted with disagreeable ideas—words—that are themselves legitimately protected. It is more egregious to then tacitly support restricting language on the basis that words could cause a student to experience irreparable trauma for which the college could be held liable. (It could not be.)
And it certainly fares poorly that so many faculty support these illegitimate protests, including some whom have actively engaged in mob-rule actions worthy of a swift termination. It appears self-victimization is an honorable way to quench unrequited anger, misdirected that resulting demands reveal a frightening profile of persons who are anything other than tolerant or intuitive.
Such incoherence and subsequent extremism perfectly capture the infantilization Walta so earnestly disavows. This particularly large demographic of misplaced activism neither appropriately or effectively confronts systemic issues. The tactics used are as shameful as those carried out by the several Black Lives Matter activists whose recklessness effectively crippled a potentially revolutionary movement, had it not been sullied by the civically ignorant and emotionally unstable.
Likewise, students possessed “to do something” just as counterintuitive and reactionary will only risk ending in disgrace yet another profound undertaking, in whose diminished wake will leave nothing this time but shambles of a makeshift philosophy and its unintelligible drivel, spurred by the overzealous and attention-seeking behavior of youth desperate for acceptance and relevancy.
But most assuredly, the kicking and whining will continue unabated and unmoored from the more consequential reality that lay beyond the hysteria and nonsense of today’s modern college campus.