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Why Bother with
Dangerous Discussions? Why Now? In 2004 in the United States it seemed that more people than ever were afraid to disagree. They were reluctant or unable to express their own beliefs in situations where they were likely to be confronted by those who differed. Reasoned argument among mutually respectful opponents was a rarity in the national and many state elections. Today, worldwide communications and commerce are linking people together ever more rapidly, easily, and often; but the gaps are widening between people of different nationality, religion, race, lifestyle, wealth, and access to basic resources. [Still true in 2005.] Visions of academic freedom and liberal arts education are still the heart of higher education in the U. S., and that complex system is still envied by people throughout the world. Unfortunately, the same forces that are diminishing the quality of public discourse seem to be clogging the flow of honest, open, respectful discussion on college and university campuses. And the flow of students from other countries into our colleges and universities is also being slowed just when it should be encouraged most. Colleges and universities can be important settings for demonstrating that it is indeed possible to engage in “Dangerous Discussions” successfully, even now and even in the current political climate. Some of the most important challenges we face within higher education and beyond can be met only through the effective interaction of people who have conflicting values in situations where they believe resources are inadequate to meet apparently competing needs. As members of academic communities we, especially, should be able to deal honestly, openly, respectfully, and constructively with issues where there are real differences of opinion among diverse groups of people who do not communicate with each other often or easily. We should be able to analyze and argue about the quality and interpretation of data, even when the implications challenge our convictions. Information technology can obstruct or facilitate Dangerous Discussions. For example, online text and/or voice communication can help structure interaction with more varied opportunities for active engagement of participants who are less comfortable in face-to-face discussions. The risks and potential benefits of anonymous exchanges are amplified on the Internet. Some topics for “Dangerous Discussions” are themselves especially likely to be influenced by or to influence the changing role of information technology in education.
For a more detailed examination of some of these challenges, and
for some recommendations,
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