Warning, this paper contains controversial topics that may trigger or disturb young or sensitive readers. That was a trigger warning, a statement right before certain material saying that some may be affected negatively by seeing the material. This warning first began to be used in 2002 on story sharing and message board sites. Trigger warnings began to become more popular in the mid 2000’s. In 2014, many started demanding to bring trigger warnings into the classroom before going over possibly sensitive material. There are some people who believe that trigger warnings are necessary in the classroom, while others believe it’s a waste of time. Trigger warnings are necessary for the emotional protection of sensitive people. This is because trigger warnings are helpful for students, trigger warnings are just another form of some things that most support today, and the absence of trigger warnings is harmful to students.
Trigger warnings help students in the classroom. Trigger warnings reduce stress and anxiety, help students to be able to prepare beforehand, create a safe environment, allow students with trauma to be able to get some of the power
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Students with sensitivities could suffer from panic attacks, mental breakdowns, begin unhealthy behaviors, and have difficulty sleeping. Students may also feel unsafe, have trouble learning and paying attention, feel insecure and unsafe, and have difficulty trusting others. One New York Times article by Kate Manne, an assistant professor at Cornell University and previous member of the Harvard Society of Fellows said, “Those undergoing these (panic) attacks may be flooded with anxiety to the point of struggling to draw breath, and feeling disoriented, dizzy and nauseated. Under conditions such as these, it’s impossible to think straight… Trigger warnings can work to prevent or counteract this” (2015). Trigger warnings are necessary to prevent harm to the
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
First they explain how students have recently started expecting that their professors publish trigger warnings, alerts that students expect with anything that may cause distress, in the name of protecting students who may be reminded of trauma by being exposed to certain topics. While proving the fallacies in the concept of trigger warnings, Lukianoff and Haidt quote Harvard professor, Jeannie Suk 's essay about teaching rape law when students are determined to have protection from unpleasant ideas and demand trigger warnings. She says it is like trying to teach “a medical student who is training to be a surgeon but who fears that he 'll become distressed at the sight of blood (48).” This shows how the students’ desire for protection cause difficulties in teaching for
...ental illness. The article says, “a case usually begins with a gut feeling that something is off” (“Trigger warnings”). Workshops on mental illness should be carried out in schools and workplaces. These workshops should educate people on signs to look out for. Also educate people on who they should talk to if they notice strange behavior. According to the same article “threat assessment is essentially a three part process: identifying, evaluating, and then intervening” (“Trigger warnings”). With more people being educated about this more mentally ill people can be helped and more shootings can be prevented.
The article “The Coddling Of The American Mind”, written by Greg Lukianoff and Jonathan Haidt, was written about how teachers are afraid of what they are allowed to say during in class because of the emotional effect on the students. While writing the article the authors have many examples of logos, ethos, and pathos. The logos of the article appeals to logic by presenting facts and statistics. The writers provide definitions of words such as microaggression and trigger warning. While explaining the definitions they go on to give real world examples to further the understanding of the words. Also statistics of the amount of mental health issues are provided to enhance the logos. Secondly to make the article more appealing is adding an emotional
She starts her article by describing her first contact with censorship and continues to talk about her experiences as an author with writing her own books being barred. She takes account of her personal views on how to handle topics people feel should be forbidden from children. She also adds that books should open up conversation between parents and their children. Blume states that we should not let fear be a deciding factor on what is right or wrong but rather be informed and educated about the things we fear. She also said , if applied, censorship is a personal choice and government should not decide what is suitable and what is not suitable for everyone else’s children.
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
The author argues that the use of “trigger warnings” should not become a policy due to the student becoming uncomfortable over a certain lesson in class. The argument is effective in parts, but not as a whole. What about the students who actually are medically unable to deal with a lesson in class due to PTSD? This editorial really only showed the bad side of trigger warnings inside colleges classes instead of showing the pros and the cons like most would. Some people claim that the addition of trigger warnings would not affect a college student’s ability to complete the work. It would also be difficult to do well on parts of a test unless they have a friend who will attend class still and take notes for them. Over all, trigger warnings are not completely bad, but they can most definitely be taken advantage of by students who do not want to go to classes one
According to The Coddling of the American Mind, trigger warnings and microaggressions confine professors’ and well-educated adults’ unalienable right of speech; furthermore, they can impact one’s health. Protecting rights have a unison consensus; the authors unite them and the audience together to persuade the well-educated adults to protest the use of trigger warnings and microaggressions. While concluding that vindictive protectiveness is the reason for trigger warnings and microaggressions Greg Lukianoff and Jonathan Haidt state, “A campus culture devoted to policing speech and punishing speakers is likely to engender patterns of thought that are surprisingly similar to those long identified by cognitive behavioral therapists as causes of depression and anxiety.” (45) The word “policing” holds a negative connotation implying regulation, and no one wants their first amendment right of free speech stolen from them. Also the idea that trigger warnings and microaggressions may lead to depression and anxiety gives more logical reasoning to end trigger warnings and microaggressions in higher level education. When the authors specify the change that colleges should make, Greg Lukianoff and Jonathan Haidt write their idea of the purpose of college, “Rather than
Although trigger warnings sound like a harmless idea to many, there is an extreme controversy about whether or not they should be used in college lectures. Many college professors have conflicting views about trigger warnings; some agree on using them while others are against it. This debate topic is particularly intriguing in Kate Manne’s article in the New York Times titled, “Why I Use Trigger
Yet, as a profession (and a society) maybe a little shock treatment now and then is good for us, especially if we ourselves work in relatively “safe” schools and communities. Maybe it’s time to remind ourselves that one school’s problem can become every school’s problem if the profession at large is not watchful and careful. No school is immune to the potential of extreme violence, as many of us, without meaning to, have learned. If you’re a long-time, veteran English teacher, you may never have thought you’d see the day when an issue of English Journal would be devoted to school violence. The idea never occurred to me, either. But here we are, and here that issue is. And, what’s more, it’s high time. While none of us needs convincing that the violence problem is serious in a great many places, some of the statistics are sobering.
The authors of “Coddling of the American Mind,” Greg Lukianoff and Jonathan Haidt, use ethos, logos, and pathos convey their negative stance regarding trigger warnings and the effect they on education. Lukianoff and Haidt’s use of rhetorical appeal throughout the article adds to the author’s credibility and the strength of the argument against increasing the use of trigger warnings in school material. The authors, Lukianoff and Haidt, rely heavily upon the use of logos, such as relations between conflicts surrounding trigger warnings and other historical conflicts impacting student ethics. Examples of the use of these logical appeals are the relation between the Columbine Massacre and the younger generations ideology. The author goes on to mention other societal turning points such
Have you ever felt stuck? Wherever you are, it’s the absolute last place you want to be. In the book Into the Wild, Chris McCandless feels stuck just like the average everyday person may feel. Chris finds his escape plan to the situation and feels he will free himself by going off to the wild. I agree with the author that Chris McCandless wasn’t a crazy person, a sociopath, or an outcast because he got along with many people very well, but he did seem somewhat incompetent, even though he survived for quite some time.
...ink that I will ever work in the field, I think these skills are beneficial within the field of psychology. In working with patients in the future, I will remember to explore all areas of their lives and do my best to not stereotype a person with mental illness. Lastly, I will use the information on warning behaviors to assess whether or not one of my patients intends on hurting others with mass violence or violence in general. I think this is the most important thing that I could take away from this experience due to the fact that research has shown that third-parties are often aware of such warning behaviors but never voice their concerns to the police. Going forward, I will definitely voice my concerns through the proper channels should I ever encounter someone that seems intent on committing any act of violence (i.e. school related, domestic, or otherwise).
This burden often falls on teachers. The purpose of this research paper is to discuss censorship in schools and to argue that the censorship of books in the high school English curriculum is limiting and takes away literature that is meaningful to students. How a Book is Censored Brinkley describes a few actions that can lead to the censoring of a book in a school or school system: An expression of concern is simply a question about the material with overtones of disapproval; an oral complaint is an oral challenge to the contents of a work; a written complaint is a formal written challenge to the school about the contents of a work; and a public attack is a public statement challenging the contents of a work that is made outside of the school, usually to the media to gain support for further action (1999). Brinkley also points out an important difference between selection and censorship: Selection is the act of carefully choosing works for an English course that will be age-appropriate, meaningful, and fulfill objectives, while censorship is the act of excluding works that some con... ...
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.