5 ms·

The author is referring to students protesting the mandatory freshman lecture on Western Civilization, which has a history of being protested at Reed. There's

The author is referring to students protesting the mandatory freshman lecture on Western Civilization, which has a history of being protested at Reed. There's a list of demands as well. http://reediesagainstracism.tumblr.com/demands http://reediesagainstracism.tumblr.com/demands Students typically have an incredibly small say in shaping the institutions that shape their future. If protesting wasn't uncomfortable, it wouldn't be effective.

drjackyll 9y ago
Students shouldn’t have any say in shaping institutions they attend to gain knowledge. They are not smarter than their professors. Or if they disagree, they should attend another university and vite with their wallet/loan/whatever.
- slaymaker1907 9y ago
  This post is poisonous to knowledge. I've politely corrected professors who I respect on multiple occasions. Just because you are informed about a particular subject does not mean that you are never wrong about that subject. I've noticed that STEM professors tend to be more willing to accept that they are wrong about something than in the humanities which I suspect is because it is much easier to prove that someone is incorrect about something in STEM.
  - DashRattlesnake 9y ago
    I think students should definitely be able to offer polite feedback to their professors, like you describe. However, students definitely shouldn't be in a position to dictate the curriculum, which I think is more what the grandparent was talking about.
- detaro 9y ago
  Taken to that extreme, the only way to resolve issues with an university that "the university" (which seldom is a blob with one opinion) doesn't recognize itself would be by economic destruction of said university. That's horrendously inefficient when you have tools of diplomacy available. (Similar to how we do not resolve issues with governments by revolution, unless absolutely necessary) Also, there are clear legal limits to that approach.
projectramo 9y ago
None of the demands seem to have much to do with the teaching of this particular course. It is also the case that the professors have very little control over meeting these demands. Finally, presumably there are some people who want to take that class. This is like yelling at the Starbucks barista because you don't like the flavors they're using in the cake, even though other customers want that flavor. My sympathy is with the barista.
- jcoffland 9y ago
  > None of the demands seem to have much to do with the teaching of this particular course Demand #13 is specifically about that course.
  - projectramo 9y ago
    I didn't catch that. I stand corrected. It should be said that is Reed is anything like other small liberal arts schools then I am surprised that this isn't already happening: "There should be an articulated understanding that “foundational texts” are subjective and that the importance of the course is to foster student’s abilities to read, write, and listen/respond. Before this is accomplished, Hum 110 should be conscious of the power it gives to already privileged ideas and welcome critique of that use of power."
gooseus 9y ago
* The institutions they are attending * The ability to shape their own future by choosing which institutions to attend * The idea that they should have any say in shaping institutions that shape ones future Aren't these all privileges of being able to attend university in a country born of western Civilization? Wouldn't these all be things they would learn to appreciate more from this class? > 13. The required freshman course should be reformed to represent the voices of people of color. Lecturers should structure delivery and analysis of content that is sensitive to and proactive for inclusive practices. There should be an articulated understanding that “foundational texts” are subjective and that the importance of the course is to foster student’s abilities to read, write, and listen/respond. Before this is accomplished, Hum 110 should be conscious of the power it gives to already privileged ideas and welcome critique of that use of power. This could be done by 1) allowing alternative readings that critique texts on the current syllabus, 2) making Hum 110 non-mandatory until reform happens or 3) alternate options for Hum lecture. I'm super curious about these alternate texts... but of those 25 demands, almost all of them should be directed toward the proper administrative offices or the board of trustees. If they can't sway them, then they should probably transfer to a less oppressive college or go start their own. Attacking educators for doing their job and reducing their effectiveness to teach those students that do want to learn is pretty weak and ineffective. I can only hope one day that they'll come to their senses and be ashamed of themselves.

drjackyll 9y ago

Students shouldn’t have any say in shaping institutions they attend to gain knowledge. They are not smarter than their professors. Or if they disagree, they should attend another university and vite with their wallet/loan/whatever.

slaymaker1907 9y ago
This post is poisonous to knowledge. I've politely corrected professors who I respect on multiple occasions. Just because you are informed about a particular subject does not mean that you are never wrong about that subject. I've noticed that STEM professors tend to be more willing to accept that they are wrong about something than in the humanities which I suspect is because it is much easier to prove that someone is incorrect about something in STEM.
- DashRattlesnake 9y ago
  I think students should definitely be able to offer polite feedback to their professors, like you describe. However, students definitely shouldn't be in a position to dictate the curriculum, which I think is more what the grandparent was talking about.
detaro 9y ago
Taken to that extreme, the only way to resolve issues with an university that "the university" (which seldom is a blob with one opinion) doesn't recognize itself would be by economic destruction of said university. That's horrendously inefficient when you have tools of diplomacy available. (Similar to how we do not resolve issues with governments by revolution, unless absolutely necessary) Also, there are clear legal limits to that approach.

projectramo 9y ago

None of the demands seem to have much to do with the teaching of this particular course. It is also the case that the professors have very little control over meeting these demands. Finally, presumably there are some people who want to take that class. This is like yelling at the Starbucks barista because you don't like the flavors they're using in the cake, even though other customers want that flavor. My sympathy is with the barista.

jcoffland 9y ago
> None of the demands seem to have much to do with the teaching of this particular course Demand #13 is specifically about that course.
- projectramo 9y ago
  I didn't catch that. I stand corrected. It should be said that is Reed is anything like other small liberal arts schools then I am surprised that this isn't already happening: "There should be an articulated understanding that “foundational texts” are subjective and that the importance of the course is to foster student’s abilities to read, write, and listen/respond. Before this is accomplished, Hum 110 should be conscious of the power it gives to already privileged ideas and welcome critique of that use of power."

gooseus 9y ago

* The institutions they are attending * The ability to shape their own future by choosing which institutions to attend * The idea that they should have any say in shaping institutions that shape ones future Aren't these all privileges of being able to attend university in a country born of western Civilization? Wouldn't these all be things they would learn to appreciate more from this class? > 13. The required freshman course should be reformed to represent the voices of people of color. Lecturers should structure delivery and analysis of content that is sensitive to and proactive for inclusive practices. There should be an articulated understanding that “foundational texts” are subjective and that the importance of the course is to foster student’s abilities to read, write, and listen/respond. Before this is accomplished, Hum 110 should be conscious of the power it gives to already privileged ideas and welcome critique of that use of power. This could be done by 1) allowing alternative readings that critique texts on the current syllabus, 2) making Hum 110 non-mandatory until reform happens or 3) alternate options for Hum lecture. I'm super curious about these alternate texts... but of those 25 demands, almost all of them should be directed toward the proper administrative offices or the board of trustees. If they can't sway them, then they should probably transfer to a less oppressive college or go start their own. Attacking educators for doing their job and reducing their effectiveness to teach those students that do want to learn is pretty weak and ineffective. I can only hope one day that they'll come to their senses and be ashamed of themselves.