When I taught college-level philosophy, one of the biggest obstacles to teaching, and particularly to successful class discussion, was students’ fear of dealing with controversial issues in class. Despite the bragging that Americans like to do about “free speech,” American students were far more reluctant to speak candidly about anything (or handle constructive criticism) than the college students I briefly encountered in Pakistan or taught in Palestine. By comparison with students in these impoverished and highly repressive places, American students were discursively speaking afraid of their own shadows. They seemed to need “permission” to say anything beyond the safely anodyne and cliched.  Continue reading →