Students Keep "No Platforming" Contentious Speakers. Should They Stop?

Perspective Writers' Votes
Loading Discussion

Universities should function as models for civic and civil discourse. Ideas which fall outside of the norms of proper civil discourse should be excluded from it.

  • No-platforming should always be an option, just as asking an unpleasant guest to leave your house is an option. However, it should only be done to make room for opportunities of more productive dialogue, not to make our own perspectives the only ones platformed.

  • A considered use of no platform establishes, endorses & enforces minimum standards. In effect it acts both as a licence and as setting out the terms for that licence. 'You must be at least this civil to present your views in our space.'

  • In regards to myriad opinions that may be presented, fair and reasoned opinion must be given precedence over unfair and unreasonable opinion, the alternative is to be drowned in acerbic, dishonest and misinformed voices.

  • With a global population of approximately 7.6 billion people, societies must be discerning, lest knowledge is to be overwhelmed by billions of ignorant opinions.

  • All ideas are not equal.

  • The university should implement a diverse curriculum that includes different points of view and encourages students to be part of an inclusive and organized community where each actor (students, teachers, workers) is important and discrimination has no place.

  • The norms of civil discourse still provide a broad range within which reasonable differences of opinion and perspective can be debated, serving the goals of critical thinking and self expression. Extremism is not required for dialogue.

  • Not allowing a hateful group to organize and speak is different than listening to opposing views - no-platforming shows what kind of community the university will support.

  • It is the responsibility of a democratic public sphere not to promote fallacious, hateful views as if they have the same inherent weight as any other perspective. White supremacists, for instance, speak from a position that is both ethically and intellectually untenable. Public institutions should not pretend otherwise by giving such views air-time.

  • No-platforming needs to be studied, not abandoned. Universities are a breeding grounds for both healthy and unhealthy ideas for society. Identifying patterns across universities for which issues warrant no-platforming would illuminate which specific ideas are considered too hateful for wide dissemination.

  • As such models, universities should promote pluralism and inclusion. As gatekeepers, they can actively set and enforce the norms of proper civil discourse that all speakers need to abide to, without being excluded.

  • Understandings of what constitutes "norms of proper civil discourse" or "acceptable discourse" vary among people depending on their worldviews. There is not one definite or absolute way of defining such a discourse.

  • Critical thinking is one of the goals of modern education. Thus universities aim to create critical thinkers with curricular and extra-curricular activities. If students do not have the opportunity to challenge their views, they will not develop critical and analytical skills, necessary to rebut those ideas once they have left university.

  • If a speaker puts forward an idea which is racist or otherwise extreme, students will be able to challenge the ideas and engage directly with the discourse.

  • The academic realm relying on exclusion as an operating principle may be a powerful fuel for the kind of isolation and anger that has been gestating in these distinctive subcultures which already view the realm of intellectualism as exclusive and elitist. The rural anti-intellectual feels as if their very existence is de-legitimized when the views they actually truly hold are dismissed outright, without being engaged or deconstructed.

  • A university may function as a model for civic/civil discourse, while still allowing the discussion of ideas which fall outside civil norms. People's views on things change. Things that were once thought to be uncivil have become acceptable, and we call this progress. When a university bans discussion of uncivil ideas, this progress is stifled.