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Kate Manne's position on trigger warnings
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In Kate Manne’s article “Why I Use Trigger Warnings”, she argues that trigger warnings are an important feature to incorporate in an educator’s curriculum, but not as a safety cushion for millennials to fall on to avoid work and serious or uncomfortable topics. Using PTSD studies along with failed tests of exposure therapy for the foundation of her points, she explains that trigger warnings can help mentally prepare a student for what they are about to read instead of blindsiding them and throwing them into a potentially anxiety-induced state where they can’t focus. Manne also brings up how people can react when reading political or religious material in comparison towards reading possibly triggering material in order to differentiate between
Some people love controversy; some despise it. Regardless of how one views a controversial topic, odds are he is fascinated by it and has his own thoughts on the matter. Journalist Leonard Pitts, Jr., who authors editorial articles for the Miami Herald, writes extremely opinionated pieces on current controversial topics targeting those who are not minorities. He writes with the goal of bringing to light issues that people would rather not discuss. Pitts’ style can be seen through pieces such as “Don’t Lower the Bar on Education Standards;” “Torture Might Work, but That’s Not the Issue;” and “If the Gunman is White, We’re OK With Mass Murder. No, Really, We Are.” In “Don’t Lower the Bar,” Pitts addresses the standards gap in the education system
Hysteria. Terror. Paranoia. All words used to describe feelings after a school disturbance. Reports of such emergencies from mainstream media outlets cause some to conclude extraordinary security breaches happen on an almost daily basis. However, schools are actually safeguarded; in recent years, protocols have been installed in schools across the United States to ensure safety. The catalyst: nationwide panic and suffering after an act of terror at a high school in Littleton, Colorado. Journalist and author Dave Cullen, in his book, Columbine, narrates the horror surrounding this shooting. Cullen’s purpose is to inform readers by captivating their attention utilizing emotional language. He establishes contrasting characters and alludes to significant
Teachers become afraid to challenges students values and beliefs, also creating a repressive area for debates. The article “On Trigger Warnings” by the American Association of University Professors (AAUP) states that “the presumption that need to be protected rather than challenged in a classroom is at once infantilizing and anti-intellectual”. Demanding trigger warnings make comfort more of a priority than learning. Faculty may feel like they need to warn students about the course material because some students might find it disconcerting, but the voluntary use of trigger warnings on syllabus could be counterproductive. Just because some material may cause one person to have trauma does not mean everyone will and by putting a trigger warning on the syllabus might cause others to expect something upsetting. This could cause students to not read assignments or it might provoke a response from students they otherwise would not have had. Trigger warnings also signal an expected response and discourage the reading experience and even eliminate spontaneity. Trigger warnings make students into victims and makes both teachers and students fearful to ask questions because it might make someone uncomfortable. The goal is to educate and challenge students, make students question things and debate on things that they normally do not think about. AAUP also says that “the call for trigger warnings comes
In Ray Bradbury’s novel Fahrenheit 451, Mildred, the protagonist’s wife, casually sits in the parlor watching as “three white cartoon clowns chopped off each other’s limbs to the accompaniment of immense incoming laughter.” (Bradbury 94). Mildred watched and laughed as the clowns deformed each other; it was her way of entertainment. But “An online classroom dedicated to psychology, noted that “Children who view violence are more likely to have increased feelings of hostility, decreased emotional response to the portrayal of violence, and injury that lead to violent behavior through imitation.” (Scribner). But for many people, they not only see violence on television, but also in live screenings. Domestic violence consumes the lives of “4,774,000 women and 1,509 men” (Statistics) in the United States alone. But domestic violence is also present in Bradbury’s Fahrenheit 451. “He caught her, shrinking. He held her and she tried to fight away from him. He slapped her face, he grabbed her again, and shook her.” (Bradbury
The Coddling of the American Mind, by Greg Lukianoff and Jonathan Haidt, is an article published by the Atlantic Journal about the negative effects trigger warnings and microaggressions have on students in college. Trigger warnings are disclaimers about any potential emotional response from a class or its material. (44) Microaggressions are words or actions that have no sinister intentions, but people take as such. (44) Greg Lukianoff is the president and CEO of the Foundation for Individual Rights in Education. (47) As the leader of the foundation, Greg Lukianoff has witnessed and fought many legal occasions of trigger warnings and microaggressions resulting in the masking of freedom of speech. Coauthor Jonathan Haidt is a professor at New
...ssibly help more than harm. Experience has taught me that when a child walks in fear of expressing their feelings they bottle up all of their emotions; simply because they’re afraid of the consequences. Teaching children to appropriately use and appreciate violent media will help them build confidence, “power, and selfhood.” (Jones 287) He successfully executes the use of rhetorical methods and offers solutions to the opposing viewpoint. Jones’ consistent use logical and emotional appeal entices the reader and effectively persuades; this clearly substantiates his deserving of the top persuasiveness prize.
We’re called weak for wanting to deal with situations on our own time. Trigger warning, we have professors who may or may not use them. According to NPR Ed a survey was conducting to determine if professor have used trigger warnings in their classrooms “about half of professors said they’ve used a trigger warning in advance of introducing potentially difficult material”. When the survey was conduct overall 51% have used trigger warning while the other 49% have not. Dr. Onni Gust, assistant professor at the university of Nottingham, states “I use trigger warnings because they help students to stop for a moment and breathe, which helps them to think.” Gust highlights the importance of why he uses trigger warnings. He feels as if students should be able to make the choice of whether they want to deal with a certain situation at hand at that time. He gives students time to comprehend what they will be discussing and allows time for them to breathe and think. Gust, contends “unlike with two-year-old, I do not let my students avoid difficult or disturbing topics.” Here he shows that he does not coddle his students the way society has made it seem. Even though he gives warnings he gives them as a way for students to prepare themselves for the topic that is going to be discussed. Trigger warnings are not just considered as coddling and weak but are considered as giving students a
An article in The Atlantic, The Coddling of the American Mind, the author talks about how the mindset of younger generations has changed on sensitive topics. The author attributes a lot of this new sensitivity to generational changes. Older generations had more freedom from their parents but with the increase in reported crime these children grew up to be more protective of their children, and what they were exposed too. In this way, the new generation has come to be over sensitized and thinks that adults will always try to protect their feelings. This affects the quality of education that students are getting in a college setting when professors have to censor information in order to prevent emotional distress for some students. Many students
My generation finds it hard to escape the flashing headlines, on television, our phones, the internet. Faster than other generations whose news was limited to the daily paper, we have matured, become more aware of the world around us, losing our innocence in the process. We can’t escape the violence and hostility occurring all over the globe, we can no longer feign ignorance and trap ourselves in a bubble. We can not simply ignore the obvious demarcation in our communities.
In the article The Coddling of the American Mind by Greg Lukianoff and Jonathan Haidt, the authors go into great detail of describing the effects of trigger warnings. Using real world examples, Lukianoff and Haidt describes how college students are oversensitive and carried along the school year. The authors explain how this is a negative thing for the college students going into the work force in the future.
Kids growing up in the 90’s were able to run around all over town, but today kids don’t get to have as much freedom. It’s our duty to raise kids who won’t be afraid of everything and anything. A line needs to be drawn between too much fear and not enough. The media is a main cause to why parents are more fearful of their kids today than ever before, especially if they aren’t white. Fear is important to have today in society, but it’s becoming out of hand.
The theory of trauma that will be highlighted in this study has been discussed in many books, journals and theses. Trauma and Recovery: The Aftermath of Violence--from Domestic Abuse to Political Terror by Judith Herman (1992) explores trauma and puts individual experience in a broader political frame, arguing that psychological trauma can be understood only in a social context. The book also documents and uses the victims’ own words to change the way we think about and treat traumatic events and trauma victims. John Fletcher's book Freud and the Scene of Trauma (2013) helps to explain the affinity that Freud had felt between psychoanalysis and literature and the privileged role of literature in the development of his thought.
In America, teenagers are taught not to question or object to what is going on in the world. Schools take away teens First Amendment rights by not allowing them to have free speech and voice their opinions. The education given to them is censored and limited, not allowing them to see and know the truths behind everything. By doing this, teenagers are being reared to grow up blind like the current generation of adults. The people of America are failing to see the country as it truly is. This generation of teenagers are this country’s future and will soon be depended upon to be leaders. The system undermines students from exceeding standard education and does not allow them to achieve exceptional proficiency. The quality of education is in a crisis; part of reason for this crisis is the unconstitutional limitations given, including the restrictions of religion.
In today’s society, we find the demoralization of humanity a source of entertainment. Movies and books like The Hunger Games, The Maze Runner, and the Divergent series have sparked the interest of the masses and have become icons in popular culture. People find comfort in reading and watching about dystopian societies because it is not their reality. A “dystopia represents [an] artificially created world or society in which [the] human population lives under the rule of the oppressive government, or is subjected to various other types of oppressions” (“All About Dystopia”). Though our society is familiar with dystopian environments through today’s popular culture, many are oblivious to the warnings they portray. Many literary works depict
Two main components for the protection motivation theory exist, which are threat and coping appraisals. Threat appraisal is the defined as the process one uses in evaluating fear that is perceived based upon a specific situation and/or how the use feels they are threatened (Siponen, Mahmood, & Pahnila, 2014). Coping appraisal is the response a person takes to the threat (Vance, Siponen, & Pahnila, 2012). In the development of the protection motivation theory, Rogers initially identified three components of fear appeal, which are perceived susceptibility, perceived severity, and response efficacy (Johnston & Warkentin, 2010). In subsequent development, Rogers added self-efficacy that was further used as a construct in other studies (Crossler et al., 2014; Johnston & Warkentin, 2010; Yoon, Hwang, & Kim, 2012). The protection motivation theory threat appraisal consisted of the perceived susceptibility and perceived severity constructs, while response efficacy and self-efficacy fell within the coping appraisal component. Response efficacy is a users belief that their action or actions will be successful in protection from a threat; self-efficacy is the actual competence to fulfill the necessary action needed for the response to a threat (Yoon et al., 2012). Perceived severity regarding threats is the certainty that consequences that arise from an action can be construed as significant; perceived susceptibility is the congitive ability of a individual to rationalize that a threat will have direct negative consequences on the individual (Crossler et al.,