on the current crisis

Almost every day, I am in conversations about protests on US college campuses. Some of these encounters take place at Tufts (in committees or one-on-one with students and colleagues), but I have also been part of discussions at Stanford, Harvard, and Providence College, and in DC–just to mention events during April.

In decades past, I would have posted frequent reflections here. These days, I am relatively quiet. I hear the argument that people in positions like mine should speak out more. I think I disagree, for four reasons.

First, although taking positions can be appropriate, or even obligatory, it can create challenges if one wants to facilitate open discussions in settings like classrooms or if one wants to advise and help people who have divergent views. I am privileged to receive requests for advice from people with almost the full range of positions on Israel/Palestine, and my interpretation of my own professional role is that I ought to try to help them all.

Second, I often find myself wrestling with what individuals have said in various settings. Sometimes I am moved, challenged, and educated, and sometimes I am somewhat appalled. However, these tend to be confidential statements that are not suitable for public assessment.

Third, although I believe that everyone has a right to form and express opinions, there is also value in talking when you have a solid basis for your views and listening when you don’t. Restraint is especially important for people in my kind of position (as a full professor and associate dean)–people whose opinions may have more weight than they deserve. Just because I teach Civic Studies does not mean that anyone needs to listen to me about Israel/Palestine.

Fourth, there are other people who should be heard: those whose views are well-informed, complex, and challenging in various ways. I feel an obligation to find and share those voices but not to compete with them. (Just as one example: “Najwan Darwish on living in doubt.”)

For whatever it may be worth, my views on Israel/Palestine would probably align best with “What being pro-Palestine means to me / my platform” by Ahmed Fouad Alkhatib. He is sharply critical of both Hamas and the Israeli government. My views on campus speech and civil disobedience are libertarian, with a strong tilt toward countering speech with speech instead of banning or punishing it. (And yes, that does also apply to really nasty speech.) In thinking about movement tactics and strategy, I’d go back to Bayard Rustin’s “From Protest to Politics” (1965). I’d interpret nonviolence not as a set of restrictions (i.e., don’t cause physical harm) but as a powerful repertoire of strategies that can accomplish political goals while increasing the odds that the activists themselves will be wise. (Please join this summer’s Frontiers of Democracy conference for more discussion of that topic.) Finally, I would support efforts to promote dialogue and listening across differences, but not to the exclusion of adversarial rhetoric, which is also essential in a democracy.

The previous paragraph was something of a disclosure, and I will regret making it if it discourages people who disagree with any of it from engaging with me.

nonviolence in a time of political unrest

The next few years will indicate whether American history has entered a phase of political unrest or instability. This development is not inevitable–and it’s certainly not desirable–but now is the time to plan, educate, organize, and train for it.

To be sure, there has always been political violence in the USA, often focused on the most vulnerable Americans. However, a substantial increase in the scale and scope of political violence would challenge our already fragile constitutional order and pose dangers for the rest of the world. We will know that we are in that situation if the daily news often includes reports of violent clashes, dubious arrests and prosecutions, threats, firings or resignations connected to politics, and occasional assassinations and politically-motivated mass murders.

I believe we need broad-based nonviolent social movements to get us through any unrest and ideally to bring us to a better place. Such movements will generate protest actions, some of which will involve reported violence–if only as a result of hostile responses by other groups or police. Thus we should be striving for a high ratio of nonviolence to violence.

Just in the last few days, I have heard confident statements that nonviolence doesn’t work and that violence is always necessary for achieving rights. This is false. Nonviolent struggles have a much better record of success. In any case, Americans must understand nonviolent strategies, so that they at least have this option.

On Dec. 1, 1967, Martin Luther King, Jr. said that the Poor People’s Campaign, which he was organizing at the time, “is a search for an alternative to riots. This is kind of a last, desperate demand for the nation to respond to nonviolence.” Here he used the prospect of social unrest to demand change. But he did not believe that violent strategies would actually benefit Black people or poor people. He saw violence as lose/lose. Although he warned privileged people that they would pay a price if violence prevailed, he never advocated it, partly because he thought it would harm disadvantaged people as much or more than anyone else.

In his final book, King expressed strong doubts that violence could generate “any concrete improvement” and defended nonviolence “as the most potent weapon.” This book was Where Do We Go From Here: Chaos or Community? Since the 1950s, “chaos” had been King’s word for the fruits of violence. For instance, in a lecture at Brandeis, he had forecast “an endless rain of meaningless chaos” unless nonviolence prevailed. Those words sound prophetic today.

Most of the political violence in the USA is coming from the hard right. According to Rachel Kleinfeld, the Global Terrorism Database identified more than 50 violent attacks by the extreme right in the USA in 2019, versus about 5 attacks from the extreme left. However, that disparity is a recent phenomenon, not a long-term one, and there is much potential for violence on all sides (including the middle). Kleinfeld’s fig. 2 (below) shows that Republicans are somewhat more favorable to political violence than Democrats are. But support has risen rapidly on both sides–albeit from very low baseline–and the partisan gap is small. This graph makes me worry that almost any group can rapidly shift to supporting violence.

As we navigate the next several years, it will be helpful to track the level and extent of unrest so that we can tell what we are dealing with. The Armed Conflict Location & Event Data Project (ACLED) is helpful for this purpose. Its raw data include brief and–to my eye–balanced summaries of each event that they track. Here is my summary of all US events from their global database*:

US data from The Armed Conflict Location & Event Data Project (ACLED)

ACLED includes nonviolent protests. Although we should monitor them, I generally assume that they are good rather than dangerous. I would be happy to see the “grand total” in the table above rise, as long as peaceful protests represent a larger share. (Note that the rate of nonviolent protest has halved since 2020.)

Perceptions are important. In What Should We Do? A Theory of Civic Life, I discuss Black Lives Matter (BLM) as a major nonviolent social movement, citing evidence from Erica Chenoweth and others that violence was extraordinarily rare in BLM events and was prevented by careful planning and training. Indeed, BLM was less violent than the classical Civil Rights Movement had been. However, BLM has been widely reported as violent. Even some supporters perceive it as violent and justify it as such. This impression then contributes to a general sense that our times are violent, which may motivate tit-for-tat responses.

Nonviolence needs forthright and even passionate advocacy, as well as much painstaking training and organizing work.

Nonviolence relates to and complements other necessary strategies, such as civic education, dialogue and deliberation, political reform, defense of civil rights, voter registration, and the efforts to enhance “social cohesion” that Philanthropy for Active Civic Engagement (PACE) has mapped (see below). However, nonviolence is a category of its own that needs special attention today.

Photo: “Taking a Stand in Baton Rouge” by Jonathan Bachman, showing Ieshia Evans. See also: the case for (and against) nonviolence; Rev. James Lawson, Jr on Revolutionary Nonviolence; preparing for a possible Trump victory; introduction to Gandhi

*The suicide bombing noted here took place in Nashville on December 25, 2020, when “a man detonated a bomb inside a recreational vehicle,” injuring 31. The grenade attack occurred in Pittsburgh on Jan. 3, 2021, with unknown perpetrators and motives and no injuries. Most of the incidents categorized as “sexual violence” are rapes of prisoners by corrections or police officers, which are understandably treated as political acts, although the motives may vary.

End Corporal Punishment in Public Schools

First published in The Herald Leader (Lexington, KY), Sunday, 9/25/16, 4-5C.

Logo of the Lexington Herald-Leader.On September 4th, The Herald Leader of Lexington, KY, published an in-depth news article on the subject of corporal punishment in public schools. It was still early in the school year, which makes such topics timely. I had written a draft to send them on the subject, but the news article offered many specifics to address in considering the kinds of justifications people raise for continuing corporal punishment in public schools.

Here is the news article to which I was responding, titled “The Paddle Is Still Wielded in Kentucky Schools, but in Declining Numbers.” The piece covers quite an array of reasons people give for the continued practice of corporal punishment. I believe philosophers have a lot to offer when it comes to analyzing arguments, clarifying concerns, and cataloguing reasons for or against a matter. So, I updated my initial draft for the Herald Leader and it came out yesterday in the Sunday issue.

Photo of the header of my op-ed on corporal punishment. Clicking on the link in the image takes you to the full scan of the printed article, available on Academia.edu.

My original title was “End Corporal Punishment in Schools,” but the editors found one of the lines from the piece stronger. So in print and online, the op-ed is titled “Prisoners Better Protected from Corporal Punishment than Students.” That link takes you to the HTML version of the piece online. I’ve also scanned in the printed version which you can view on Academia.edu here or by clicking the image here above.

The Nonsense of Beating Sense into Kids

Eric Thomas Weber, first published September 1, 2015 in The Prindle Post.

The start of another academic year is cause to reflect on the aims of education and the fact that 19 states in the U.S. still use corporal punishment in public schools. Many have yet to learn the counterproductive and harmful effects of disciplining kids with violence. Nowhere is the mistake more troubling than in our public schools.

Image of a paddle in a traditional school classroom.

‘The board of education’ by Wesley Fryer is licensed under CC BY-SA 2.0 (via Flickr)

I have argued elsewhere against school corporal punishment on grounds of the right to security of person and given the Platonic warning that “nothing taught by force stays in the soul.” The aims of education offer a further, crucial reason why we ought to end the use of corporal punishment in public schools.

Photo of John Dewey.What is school for? Somewhere at the heart of the answer should be the idea of educating people to be critical thinkers. John Dewey once argued that such a goal is implicit in the “supreme intellectual obligation.” That obligation calls for empowering all citizens with the scientific attitudes and intellectual habits of mind necessary to appreciate wisdom and to put it to use. Expert scientists must push the envelope of knowledge, but if intellectuals are to benefit humanity, the masses of people need to be sufficiently critical thinkers to benefit from scientific innovations.

Critical thinking involves the development of a skeptical attitude, one which expects or hopes to uncover justification or evidence. It appreciates well-founded authorities, understanding authority as a relationship of trust based on good reasons for it. For schools to cultivate critical thinking in young people, kids need to be comfortable questioning their teachers, administrators, and parents. In public schools, we need safe environments in which intellects are allowed and enabled to experiment, to be creative, and to learn whether and why some authorities are warranted, when they are.

Corporal punishment in public schools inhibits the cultivation of critical thinking. It teaches one that a justifiable means to one’s ends is violence. It impedes the development of “scientific attitudes and intellectual habits of mind.” A kid is understandably less inclined to question an authority that beats him or her, especially with the sanction of public policy.

Photo of the map Southern Echo created of Mississippi counties and their use of corporal punishment in the 2009-2010 and 2010-2011 school years.

Click image for a PDF.

Consider the kind of environment created in 2009-2010 in the South Panola School District in Mississippi, where corporal punishment was recorded 2,572 times in a 180-day school year. That averages out to the use of physical violence every 20-30 minutes each day. Such environments impede the development of critical thinking, rather than encouraging it.

What do young people learn when they are struck? It is true that studies show an immediate though very short-lived change in young people’s behavior after corporal punishment. They also show, however, that students who are subjected to violence do not develop better long-term habits. In fact, school- and in-home corporal punishments are associated with higher levels ofdepression, anxiety, drug use, crime, and other unfortunate consequences, as well as mental disorders. In school settings, then, corporal punishment fails to teach kids what it purports and is doing them educational harm.

The common refrain heard in response is that if you spare the rod, you’ll spoil the child. A priest pointed out to me, however, that this is a reference to the shepherd’s rod. Shepherds steer and redirect sheep with a tap or nudge of the rod. A tap or a push gives redirection and disciplines a herd. A beating does not. It makes the animal flee when it can get away.

Dictionary listing for "Dropout."In poor southern states still using corporal punishment, when young people reach the age at which they can leave school, flocks of them do.

Rather than teaching young people not to question authorities, we should strive to cultivate understanding of scientific and moral authority. We can teach respect for truth, good reasoning, good faith, and good will. Teaching kids that if they go out of line they will be struck tells them that if they think differently, they will be met with pain and shown the extent to which they are unsuited for education.

We can do better. There are nonviolent and effective forms of discipline. We should be teaching kids to explore ideas, to test authorities for the sake of learning, and to feel welcome and safe in educational environments. Corporal punishment has the opposite effects. Our schools could and should inspire and empower kids, nurturing them as critical thinkers. Those are aims to which meaningful education is rightly directed. A vital step forward must be, therefore, to abolish corporal punishment in our public schools.

Dr. Eric Thomas Weber is associate professor of Public Policy Leadership at the University of Mississippi and author of Uniting Mississippi (2015) and A Culture of Justice (in progress). He is representing only his own point of view. Follow him on Twitter @erictweber and connect on Facebook.

The logo of the Prindle Post, a publication of the Prindle Institute for Ethics at DePauw University, Greencastle, IN.See the original article in The Prindle Post. Reprinted here with permission.