Opinion | The Moral Center Is Fighting Back on Elite College Campuses


David French

The New York Times

Mon, 04/17/2023 - 12:00 pm


William Butler Yeats’s “The Second Coming” has been called the most plundered poem in the English language, and it’s easy to see why. The poem, written in the immediate aftermath of World War I and during the height of the Russian Civil War, vividly captures the feeling that events are sliding out of control. Three lines in particular resonate in troubled times. “Things fall apart; the center cannot hold,” writes Yeats. “The best lack all conviction, while the worst / Are full of passionate intensity.”


When I read these words, dramatic, violent events come first to mind. The Capitol insurrection on Jan. 6 is a prime example of the “passionate intensity” of one of the worst movements in American life. With each mass shooting, I think, “Things fall apart.”


But there are other ways in which the center finds itself under siege. The extremist attack on free speech (from right and left) degrades American democracy, and that attack is especially acute on college campuses, whether it comes from angry left-wing students who shout down conservative speakers, vengeful right-wing legislators who pass laws restricting free expression in the academy or the online activism that often demands that universities discipline scholars for engaging in provocative (but constitutionally protected) speech.


I’ve never interpreted the center in Yeats’s poem to mean something like a politically moderate middle but rather a moral foundation, the ideological core of a nation and its people. The United States is certainly a nation built through raw power, as so many nations are, but at its best, it’s also built around a series of ideas, a declaration that its center requires, at a bare minimum, the promises of the Bill of Rights, including freedom of speech.


This isn’t a column about doom, however, but rather about hope. There is no question that the worst are still “full of passionate intensity,” and we do live in a precarious place in our national life. But there are also some signs that the center is fighting back on some of the most elite campuses in the country, that some of the “best” still do, in fact, possess the necessary convictions. I litigated free speech issues on college campuses for almost 20 years, and I’ve never seen such widespread, institutional academic support for free expression.


Let’s take Stanford University, for example. In the days and weeks since law students shouted down and disrupted a speech by a federal judge, the center has taken a stand. The dean of Stanford Law School, Jenny Martinez, penned a powerful, 10-page memorandum that mandated a half-day of instruction on free speech and legal norms, reaffirmed the school’s dedication to the Stanford Statement on Academic Freedom and declared: “Unless we recognize that student members of the Federalist Society and other conservatives have the same right to express their views free of coercion, we cannot live up to this commitment nor can we claim that we are fostering an inclusive environment for all students.”


Then there’s Cornell University. In March, the school’s undergraduate student assembly unanimously approved a resolution calling for trigger warnings in syllabuses to warn students of “graphic traumatic content” in course content. Cornell’s president, Martha E. Pollack, promptly vetoed it.


In a joint letter with Cornell’s provost, Michael I. Kotlikoff, she explained that the trigger warning policy “would violate our faculty’s fundamental right to determine what and how to teach, preventing them from adding, throughout the semester, any content that any student might find upsetting.” Moreover, the letter said, the policy would “have a chilling effect on faculty, who would naturally fear censure lest they bring a discussion spontaneously into new and challenging territory, or fail to accurately anticipate students’ reaction to a topic or idea.”

The faculty at Harvard University is also stepping up. In an opinion essay in The Boston Globe, Harvard’s Steven Pinker and Bertha Madras announced the creation of the Council on Academic Freedom, a coalition of 50 faculty members and several other Harvard employees “devoted to free inquiry, intellectual diversity and civil discourse.”


On Monday, Vanderbilt University will announce the expansion of its Future of Free Speech Project, run with Denmark’s Aarhus University and the think tank Justitia, which will include an international focus on free expression. I spoke to the project’s executive director, Jacob Mchangama, and he emphasized that American support for free speech can have a global impact in combating tyranny. He pointed to a piece he wrote in Foreign Policy noting that American legal standards have influenced foreign courts, specifically by enhancing press freedom. In our conversation, he made a point that’s critical in contemporary debates. “Free speech and equality,” he said, “are mutually reinforcing, not mutually exclusive.”

That’s four elite American academic institutions that have doubled down on free speech in just one month.


And we cannot forget the University of Chicago. Since 2014, it’s arguably been the single most influential academic institution in the United States supporting academic freedom. Its statement on free speech declares the “university’s fundamental commitment is to the principle that debate or deliberation may not be suppressed because the ideas put forth are thought by some or even by most members of the university community to be offensive, unwise, immoral or wrongheaded.” A version of the Chicago statement has been adopted by almost 100 colleges, universities and state university systems, including Princeton University, Johns Hopkins University and the North Carolina and Wisconsin state university systems.


I share this not to declare that the battle for free speech on campus is won. Far from it. The Stanford statement was in response to a student disruption. This month, the former N.C.A.A. swimmer Riley Gaines alleged she was assaulted after speaking at San Francisco State University in opposition to transgender women competing in women’s sports. There’s video evidence that Gaines was chased through the halls by angry protesters and that her event was disrupted by chanting, foot-stomping protests.


And disruptions like those we witnessed at Stanford and San Francisco State have occurred alongside hundreds of recent attempts to fire or punish scholars for speech that’s protected by the First Amendment or basic principles of academic freedom.


It’s important to emphasize that the fight over free speech on campus is not left versus right. Attempts to suppress ideas and stifle speech come from both ends of the political spectrum. The faculty and administrators at Stanford, Cornell, Harvard and Chicago who are making their stands aren’t a collection of conservatives taking on woke college students. Instead, they represent the moral and legal center of the American academy taking on the extremes.


Left and right tend to challenge free speech on campus in different ways. Left-leaning students have led shout-downs and disrupted events, while right-leaning legislators have passed or considered laws stifling the expression of controversial ideas about race and gender. Both sides have proved capable of mobilizing online outrage to punish professors who offend their constituencies.


The First Amendment cannot be tied to one side of our partisan divide. It’s not a Republican value or a Democratic value but rather an American value, and it’s a value that’s particularly important in the academy.


In 1957, during a previous wave of censorship aimed at eliminating “subversive” people from public employment, the Supreme Court issued its most ringing declaration of support for academic freedom: “Scholarship cannot flourish in an atmosphere of suspicion and distrust. Teachers and students must always remain free to inquire, to study and to evaluate, to gain new maturity and understanding; otherwise, our civilization will stagnate and die.”


This language might seem dramatic, but it’s true. Free speech is indispensable to the American idea. It protects us from tyranny more thoroughly and effectively than any other constitutional right. As Frederick Douglass proclaimed after his own brush with mob censorship, “Liberty is meaningless where the right to utter one’s thoughts and opinions has ceased to exist.”


America’s most elite academic institutions can, in fact, demonstrate conviction. The “passionate intensity” of the extremes remains, but the center can hold. Douglass was correct. Free speech is the “dread of tyrants,” and sustaining that freedom — against left-wing protests and right-wing lawmakers — will preserve America’s democratic experiment. There is no path to American equality or justice absent the freedom of speech.


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https://silk-news.com/2023/04/17/opinion/opinion-the-moral-center-is-fighting-b…




August 19, 2025
You get an A! And you get an A! On campuses this fall, some students might feel like they’ve wandered into their own Oprah episode, except the prize is a transcript filled with top marks.
August 15, 2025
DFTD Newsletter 8/19/2025 Davidsonians for Freedom of Thought and Discourse is honored to announce a multi-year, major gift from Dr. William Winkenwerder. This generous commitment will ensure that the Davidson community can engage directly with leading voices who shape global affairs and national security policy. A 1976 graduate of Davidson College and former member of the Davidson College Board of Trustees (2015-2022), Dr. Winkenwerder is a nationally recognized physician and health care executive who served as Assistant Secretary of Defense for Health Affairs under President George W. Bush and as a senior leader at the Department of Health and Human Services under President Ronald Regan. His long-standing dedication to public service and his commitment to robust, open discussion on critical issues of foreign policy have been a hallmark of his career. Dr. Winkenwerder’s support will bolster DFTD’s programs by creating the Winkenwerder Policy Series on the Middle East , allowing students to welcome distinguished guests exploring some of today’s most challenging global issues. In collaboration with students and faculty, this series of speakers will offer the Davidson campus and community the chance to hear firsthand perspectives from experts in US Defense Policy, Middle East relations, and international policy at large. This transformative gift from Dr. Winkenwerder will enable vital conversations that foster open discourse and inspire Davidson students and the campus community to explore global issues with curiosity and purpose.
August 13, 2025
By Hannah Fay '25 Dear Davidson Faculty and Biology Professors, I recently graduated from Davidson College in May with a degree in biology. For much of my undergraduate experience, I was on the pre-PA track, driven by a passion for helping people. However, during the fall of my senior year, I reevaluated my long-term goals, making a pivotal shift toward health policy, health reform, and politics. I decided to no longer pursue PA school when I got involved in Young Americans for Freedom and during an internship with Davidsonians for Freedom of Thought and Discourse. While this did not change the classes I took in college, the lens from which I took them had changed. This transition led me to Washington, D.C., where I joined The Heritage Foundation — a prominent conservative think tank — as the Communications Fellow. I’m excited to contribute to the conservative movement and drive impactful change in health and public policy. My career aspirations shifted the moment I started asking questions. I’ve always been conservative. While it’s true that Davidson is not widely known for conservative voices, many of my peers quietly share my convictions. Yet, they hesitate to speak up in class or challenge professors’ perspectives out of fear of grave consequences and being ostracized by classmates. That said, my intent is not to dwell on this issue, but to address the Biology Department directly: I urge you to foster critical questioning and ideological diversity in biology, empowering students to become true critical thinkers. As a liberal arts institution, students attend Davidson to engage in critical thinking. Learning how to think is different from learning what to think. Many Davidson College students pursue biology to help and heal people while others pursue cancer research, probe the origin of life, or tackle pressing environmental challenges. Learning how to think requires engaging in rigorous, high-level discussions. These conversations go beyond one-sided opinions or theories; they involve deconstructing every premise, interrogating narratives, and exposing blind spots. This forges true critical thinkers, shapes our values, and determines facts. I realize professors bring established beliefs into the classroom — yet I urge biology professors to be facilitators rather than dictators over students’ beliefs. Reflecting on my time at Davidson, I grew exponentially in classes when professors played devil’s advocate — challenging arguments and demanding reasoning behind students’ positions. Though these courses were undoubtedly the most rigorous, that very rigor defines the challenging, growth-focused experience Davidson students seek. Students come to college at the impressionable ages of seventeen or eighteen, likely leaving the familiarity of home for the first time. Some students seek to escape the protective bubble their parents created, others rebel against those expectations, many search for a belief system to embrace, and still others wish to strengthen their existing convictions. Yet, to strengthen, one must be stretched. I've found that true growth often comes from being questioned — it's in those moments that I'm pushed to understand and articulate why I hold certain beliefs. If I can’t explain the reasoning behind my convictions, do I genuinely believe them? Some of my most meaningful conversations at Davidson were with people whose perspectives differed from mine. These discussions stretched me to defend my beliefs thoughtfully, which not only strengthened my convictions but also deepened my understanding of another perspective. At the same time, being open to questioning creates space for evolving perspectives. Thoughtful inquiry must begin with the professors. When faculty consistently question assumptions, it signals to students that intellectual exploration is not just encouraged — it’s nonnegotiable. Yet, from my personal observation, there has been a decline in students actively questioning, though I don’t believe this stems from a loss of curiosity (although this is a point worth considering). A study from 2021 revealed that only 4.3% of students ask questions ‘often.’ This study suggests that common barriers to asking questions include being afraid of judgement and not knowing enough to ask a ‘good’ question. Students hesitate to ask questions that challenge what they perceive to be their professors’ viewpoints. Students are more likely to speak up when they see their professors humbly wrestling with difficult questions, modeling the very curiosity and analytical rigor that higher education claims to foster. In an era when many young people feel pressure to conform or self-censor, inquiry from professors becomes a powerful tool: it legitimizes uncertainty. Moreover, ideological diversity has become a lost art at Davidson College. During my undergrad, I rarely encountered a balance of ideology in the classroom. Most — if not all — of my classes advanced the liberal agenda. For example, after the 2024 election, I had many biology classes cancelled the next day in response to President Trump winning the election. One of my professors spoke to the class as if everyone in the class should be mourning the outcome of the election, without any regard to the fact that many students voted for President Trump. If the outcome were the other way around, I am certain that not a single class would have been canceled. A close friend of mine went to her class the day after the election and found what seemed to be a funeral service being held in the classroom. The professor had turned the lights off, was crying, and gave each student a hug as they walked into the room. There were countless stories from professors all over campus of their reactions to the election and how they pressed their agenda onto their students — telling them that their rights were going to be taken from them and lying about President Trump. This is particularly disappointing given Davidson’s identity as a liberal arts institution, one that should celebrate intellectual diversity and the exchange of differing viewpoints. Differences in thought strengthen a community, not divide it, as they too often do in education today. I urge biology professors to actively foster ideological diversity in your classroom — even when those views differ from professors’ own. Professors — please take care not to silence conservative voices, whether intentionally or unintentionally. Encourage thoughtful, respectful dialogue, and help ensure that all students feel free to speak, question, and engage without fear of their grades suffering or facing rejection from peers. Please, when presenting a biologist’s research, do not declare, “Her research is important because she was openly gay in the 80s.” How incredibly insulting to her intelligence. Her ideas — not her sexual identity — should be the reason the biology department teaches her work. Do not tell students that if they get pregnant, they should come to you so you can “help them take care of it.” Parents are not paying $85,000 a year for a professor to tell their daughter to get an abortion, or for a professor to encourage their son’s casual sex. Not to mention, biologists, more than any other person, should understand that life begins at conception. Thus, termination — of any kind, for any reason — of a fetus after conception is murder. Moreover, educators are not parents and have no mandate to recommend abortion. And professors must face the fact: encouraging casual sex does not empower students. Professors should keep their political affiliations private: they must not impose an unsolicited agenda on students. Davidson College attracts minds full of brilliant questions. The biology department must become a crucible for genuine thought, not indoctrination. Welcoming diverse inquiries — subjecting each to the same scrutiny — models the open-mindedness at the heart of a liberal arts education. I hope biology professors do their own research before presenting information to students as “fact.” I hope office-hour conversations become a safe space for students to challenge and explore convictions, even when those convictions differ from their professors. Davidson students have the opportunity to learn from some of the best and highest-minded professors in academia – it would be a disservice to both parties to not welcome proper discourse. I hope the biology department considers my recommendations for balanced ideological thought in their classrooms. Thank you for your time and consideration. Hannah Fay ’25 Hannah Fay graduated from Davidson College in 2025 with a Bachelor of Science in Biology and currently serves as a Communications Fellow at the Heritage Foundation.
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