(06-07-2018 04:12 PM)Owl 69/70/75 Wrote: (06-07-2018 04:06 PM)RiceLad15 Wrote: (06-07-2018 03:21 PM)Owl 69/70/75 Wrote: (06-07-2018 12:42 PM)RiceLad15 Wrote: (06-07-2018 10:28 AM)Owl 69/70/75 Wrote: So universities are supposed to be Big Brother and the Thought Police?
Not sure how you extrapolated that from my original comment. Care to explain?
Your post #43 fills in the blanks.
I want to hear you explain how either of those posts indicate that I think universities as a whole are supposed to be "Big Brother" and the "Thought Police" - and what exactly you mean by that comment.
You response fails to do that.
I think you make it pretty clear that you see universities having a mission telling students what to think about certain issues, and expecting those students then to take those issue positions out into the world. If you don't see that as Big Brother/Thought Police, then we probably aren't going to agree.
I think universities should teach critical thinking in terms of how to go through the process of thinking. I don't think they should teach what the results of that thought process should be. With respect to the issue under discussion, I think universities should teach students how to look at the issue objectively, considering the reasonable positions of all stakeholders. Teaching them to express the views of one set of stakeholders without considering the others is teaching what to think, not how to think. And that seems pretty Big Brother/Thought Police to me.
You may wish to respond with some version of a "one position is clearly right" argument. That's what Big Brother said.
To the bolded, not really. What I am saying is that Rice has a mission to promote its values, and really, so does every university. But promoting values and attempting to get its students to follow and embrace those values is not at all the same as trying to get those students to think a certain way about an issue. Instead, they're trying to build a foundation through which students will tackle those issues, and Rice is helping to identify what are some of the problems this world faces.
Where did I ever say that Rice should tell students WHAT to think about certain issues?
I mean, did you even read my response? Ask for two reasons. 1) If you had you would see I was saying that Rice does, and should, point students towards problems that need to be solved. 2) If you had, you would see that I was very clear in drawing a line at where universities should tread lightly, and that is when they begin to get into areas that are not directly related to their education.
I'm not advocating that universities should not teach critical thinking skills - it's important for all students to learn how to critically work through a problem and evaluate a subject. But a university could not function if it actually held itself to the standard you are trying to hold it to - of never taking a side and never telling students what to think about an issue (or what issues to focus on). Ironically, I say this because of your last comment, a comment which you are trying to tie me up with, but that you must also agree with. You implicitly admitted that there are times where "one position is clearly right" by saying students should "look at the issue objectively, considering the
reasonable positions of all stakeholders." By inserting reasonable, you're admitting that there are issues where one position is clearly right, because there are no reasonable positions by stakeholders on the other side.
And there are cases like that, where in academia a professor must tell students what to think about an issue because not all sides are equal. For example, why would a geology professor need to present both sides of the flat earth conspiracy? Perhaps I'm looking at this from too much of an engineering perspective, and not enough from an academ perspective, and so I see more instances where there isn't really isn't room for debate.
In short, a university should challenge its students to think critically about all topics, should help direct its students by instilling common values, and, when appropriate, also provide guidance and leadership on how to think about certain things.