1) social media makes it "extraordinarily easy to join crusades, express solidarity and outrage, and shun traitors" so we've entered a new age of polarization, where it's easy to "like" a point-of-view skip the dialogue, debate, discussion, and negotiation that comes with actually listening to someone else's perspective;
2) the youth of America have grown up in a completely politically polarized environment-- surveys from the 1970s show that Republican and Democrat antipathy was "surprisingly mild" but the negative feelings of each party toward the other have grown steadily, a process called "affective partisan polarization," which is a serious problem for a country that considers itself a democracy;
3) hypersensitive college students have created a new term called "microagression," which can apply to any phrase or action that might be construed offensive-- whether it was overt, subtextual, or accidental-- and this led to the whole "shrieking girl" incident on the Yale campus protesting the hypothetical possibility of unregulated Halloween costumes;
4) hypersensitive college students are now demanding "trigger warnings" from teachers if they are about to encounter something uncomfortable in a text, so that they are not traumatized by something shocking or unexpected . . . even though this goes against all psychological logic, as this system will keep students in a state of anxiety about these issues-- racism, terrorism, abuse, etc.-- instead of the time-tested use of "exposure therapy," which rewires your brain to be able to deal with the difficult topic;
5) emotional reasoning has become the dominant mode of discourse on college campuses, with a subjective definition of offense-- if it offends you then it is offensive-- and this has bled into workplace harassment policies, where the same language is cropping up: there is no objective definition of harassment, it is simply if the person being harassed takes umbrage, then it is harassment;
6) cognitive therapy is a technique that probably needs to be taught on college campuses; "the goal is to minimize distorted thinking and see the world more accurately" and this is done by learning the most common cognitive distortions that people fall prey to-- overgeneralizing, dichotomous thinking, blaming, emotional reasoning . . . all twelve are listed at the end of the article and I am going to use them in class during my logical fallacies unit . . . this is one of my favorite things to teach in Composition class, though I warn the students that they may get in hot water when they start pointing out these "cognitive distortions" . . . especially when a parent or teacher employs one.
3) hypersensitive college students have created a new term called "microagression," which can apply to any phrase or action that might be construed offensive-- whether it was overt, subtextual, or accidental-- and this led to the whole "shrieking girl" incident on the Yale campus protesting the hypothetical possibility of unregulated Halloween costumes;
4) hypersensitive college students are now demanding "trigger warnings" from teachers if they are about to encounter something uncomfortable in a text, so that they are not traumatized by something shocking or unexpected . . . even though this goes against all psychological logic, as this system will keep students in a state of anxiety about these issues-- racism, terrorism, abuse, etc.-- instead of the time-tested use of "exposure therapy," which rewires your brain to be able to deal with the difficult topic;
5) emotional reasoning has become the dominant mode of discourse on college campuses, with a subjective definition of offense-- if it offends you then it is offensive-- and this has bled into workplace harassment policies, where the same language is cropping up: there is no objective definition of harassment, it is simply if the person being harassed takes umbrage, then it is harassment;
6) cognitive therapy is a technique that probably needs to be taught on college campuses; "the goal is to minimize distorted thinking and see the world more accurately" and this is done by learning the most common cognitive distortions that people fall prey to-- overgeneralizing, dichotomous thinking, blaming, emotional reasoning . . . all twelve are listed at the end of the article and I am going to use them in class during my logical fallacies unit . . . this is one of my favorite things to teach in Composition class, though I warn the students that they may get in hot water when they start pointing out these "cognitive distortions" . . . especially when a parent or teacher employs one.
No comments:
Post a Comment