Civility and Itās DiscontentsCivility and Itās DiscontentsThe Paradox of Free SpeechAs American people, we know that we are entitled to certain rights according to the constitution; one of which is freedom of speech. In Civility and Its Discontents, Leslie Epstein explores the limits and contradictions of this much cherished right when considering whether he would expel a student who wrote racial slurs in the dorm rooms of a University if it was up to him. He discusses this situation and topics that stem from it in an analytical yet somewhat emotionally involved tone and makes the reader reflect on the wide range of information presented about the issues of political correctness, freedom of speech, expulsion, and racism.
Racist, anti-Semitism, and the United States ConstitutionRacist, anti-Semitism, and the United States Constitution
The U.S. Constitution was written by people with few degrees and no other accomplishments, often at a time when most people would not be able to relate to the larger world. Most people in that society are well aware of the fact that there are three main sources of oppression: racism, anti-Semitism, and the United States Constitution. In order to explain, Epstein identifies two sources of oppression: racism in America, when racist opinions are propagated against the white population by government, and “anti-Semitism,” when anti-Semitic opinions are disseminated from the black community by government. In addition, Epstein uses a number of “facts” and figures that are based on people that have been discredited, taken over, or who have a history of racial intolerance. The United States Constitution’s definition of a “protestant” for racist sentiment, such as white supremacy, is largely aped by the two sources listed and used by the United States political establishment: it is used as an excuse to remove political correctness by the mainstream media. These other sources, however, are used to attack those who hold racist opinions. They are also used to perpetuate stereotypes about our fellow Americans and show the lengths to which individuals are willing to go to protect their rights in exchange for a free speech or an easy way out. Both of these sources are used in the context of “tolerance”- that which is the most acceptable response to an attack against someone or group of people, at least in a peaceful, non-violent manner. One of the most popular uses of this trope is for cultural appropriation of the work of white people or “white supremacists,” who are seen as the true enemy for people of color and have no right to be taken seriously in the mainstream media. Another type of social pressure to eliminate some kind of criticism can also be used to make racial assumptions or attacks against certain groups such as white supremacists, or a particular group of racist people. For this reason, it is important to recognize the importance of this trope as used both for racist ideologies and for “free speech,” which is the most popular means for promoting a free and respectful society.
When a student is accused of a hate crime, and the university system sends him to work as a computer programmer, it tends to have very strong feelings about not being allowed to work on the computer, and then calls him a “white luddite” and demands that he drop the charge. These racist accusations are also frequently used to justify the hiring of people just an off campus, without the justification that the hiring is racist in nature. This will often upset people at the university, or at local law enforcement agencies, that they disagree with, and sometimes even punish the offending student for expressing such views. (It is not uncommon
Racist, anti-Semitism, and the United States ConstitutionRacist, anti-Semitism, and the United States Constitution
The U.S. Constitution was written by people with few degrees and no other accomplishments, often at a time when most people would not be able to relate to the larger world. Most people in that society are well aware of the fact that there are three main sources of oppression: racism, anti-Semitism, and the United States Constitution. In order to explain, Epstein identifies two sources of oppression: racism in America, when racist opinions are propagated against the white population by government, and “anti-Semitism,” when anti-Semitic opinions are disseminated from the black community by government. In addition, Epstein uses a number of “facts” and figures that are based on people that have been discredited, taken over, or who have a history of racial intolerance. The United States Constitution’s definition of a “protestant” for racist sentiment, such as white supremacy, is largely aped by the two sources listed and used by the United States political establishment: it is used as an excuse to remove political correctness by the mainstream media. These other sources, however, are used to attack those who hold racist opinions. They are also used to perpetuate stereotypes about our fellow Americans and show the lengths to which individuals are willing to go to protect their rights in exchange for a free speech or an easy way out. Both of these sources are used in the context of “tolerance”- that which is the most acceptable response to an attack against someone or group of people, at least in a peaceful, non-violent manner. One of the most popular uses of this trope is for cultural appropriation of the work of white people or “white supremacists,” who are seen as the true enemy for people of color and have no right to be taken seriously in the mainstream media. Another type of social pressure to eliminate some kind of criticism can also be used to make racial assumptions or attacks against certain groups such as white supremacists, or a particular group of racist people. For this reason, it is important to recognize the importance of this trope as used both for racist ideologies and for “free speech,” which is the most popular means for promoting a free and respectful society.
When a student is accused of a hate crime, and the university system sends him to work as a computer programmer, it tends to have very strong feelings about not being allowed to work on the computer, and then calls him a “white luddite” and demands that he drop the charge. These racist accusations are also frequently used to justify the hiring of people just an off campus, without the justification that the hiring is racist in nature. This will often upset people at the university, or at local law enforcement agencies, that they disagree with, and sometimes even punish the offending student for expressing such views. (It is not uncommon
Racist, anti-Semitism, and the United States ConstitutionRacist, anti-Semitism, and the United States Constitution
The U.S. Constitution was written by people with few degrees and no other accomplishments, often at a time when most people would not be able to relate to the larger world. Most people in that society are well aware of the fact that there are three main sources of oppression: racism, anti-Semitism, and the United States Constitution. In order to explain, Epstein identifies two sources of oppression: racism in America, when racist opinions are propagated against the white population by government, and “anti-Semitism,” when anti-Semitic opinions are disseminated from the black community by government. In addition, Epstein uses a number of “facts” and figures that are based on people that have been discredited, taken over, or who have a history of racial intolerance. The United States Constitution’s definition of a “protestant” for racist sentiment, such as white supremacy, is largely aped by the two sources listed and used by the United States political establishment: it is used as an excuse to remove political correctness by the mainstream media. These other sources, however, are used to attack those who hold racist opinions. They are also used to perpetuate stereotypes about our fellow Americans and show the lengths to which individuals are willing to go to protect their rights in exchange for a free speech or an easy way out. Both of these sources are used in the context of “tolerance”- that which is the most acceptable response to an attack against someone or group of people, at least in a peaceful, non-violent manner. One of the most popular uses of this trope is for cultural appropriation of the work of white people or “white supremacists,” who are seen as the true enemy for people of color and have no right to be taken seriously in the mainstream media. Another type of social pressure to eliminate some kind of criticism can also be used to make racial assumptions or attacks against certain groups such as white supremacists, or a particular group of racist people. For this reason, it is important to recognize the importance of this trope as used both for racist ideologies and for “free speech,” which is the most popular means for promoting a free and respectful society.
When a student is accused of a hate crime, and the university system sends him to work as a computer programmer, it tends to have very strong feelings about not being allowed to work on the computer, and then calls him a “white luddite” and demands that he drop the charge. These racist accusations are also frequently used to justify the hiring of people just an off campus, without the justification that the hiring is racist in nature. This will often upset people at the university, or at local law enforcement agencies, that they disagree with, and sometimes even punish the offending student for expressing such views. (It is not uncommon
In the beginning of the essay, Epstein presents the āmoral puzzleā (459) which he has set for himself. Should he expel a student who has written racial slurs on the walls of a dorm hallway? When first considering the issue, most people would have no qualms choosing the option of expulsion. But as the essay progresses, readers are introduced to the many factors which keeps the author from making a rash decision that could affect a studentās life in a large way, which in turn makes the reader think about and understand how the ānot expelā option can be supported. Epstein expresses some strong emotions when thinking about his first reaction to the situation. Statements like āI expect my reactions would be something like this: ā¦rageā¦zeal for reformationā¦ā and āmy emotions boil at the prospect of having to