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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
states of induced anger and induced panic, the differences being that one still has the ability to think rationally in a state of anger while rational thought is not possible in a state of panic. Many boomers believe that trigger warnings are just a tactic made up by millennials to avoid harsh topics - despite trigger warnings being a concept long before millennials were around - but hopefully Manne will be able to reach these misinformed individuals about the truth of this matter.
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
In her article, “Lecture Me. Really”, Molly Worthen addresses the issue college students know all too well: how to lecture properly. Published in the New York Times, Worthen writes a passionate article about lecturing but from the perspective of a professor. Worthen presents the idea that lecturing, although some may think ineffective in the classroom, is a way to truly challenge and engage students into critically thinking. Worth dictates this idea with an excellent build up logical argument but lacks the proper evidence to support her claims creating a faulty argument.
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
They should start discussions about rape and sexist cases because it’s going on in today’s society and for people to know it’s okay to talk about it if it ever happened to them. Colleges need to prepare students for the real word so they need to have real life discussions in class for the students that are growing up and entering the workforce. College campuses are going through the mircoagression theory and professors fear to talk about trigger warnings in class when both students and professors should have freedom of speech in classrooms. “One of my biggest concerns about trigger warnings,” Roff wrote, “is that they will apply not just to those who have experienced trauma, but to all students, creating an atmosphere in which they are encouraged to believe that there is something dangerous or damaging about discussing difficult aspects of our history.” (49). Professors try to avoid teaching material that will upset sensitive students, but instead they should start warning students about the materials they are going to teach and set boundaries so students can know what they are about to learn to prevent teachers from getting in trouble or risk getting fired from their
Bell Hooks writes not only to help others find strength to hold on to their pasts, but for their own resistance as well. Her audience is assured by her motives to educate and inform. Whereas Hooks’s personal experience strengthens her ethos, a certain rigidity used in addressing the audience simultaneously weakens her credibility. For example, Hook’s tendency to label academics and groups unlike herself pushes the reader to see her as self-righteous. She separates people into classes of those she perceives as right and those she sees as wrong.
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.
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.
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
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.
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.,
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