Free speech has been a historically volatile issue in higher education. In recent years, however, there has been a surge of progressive censorship on campus. This wave of censorship has been characterized by the explosive growth of such policies as "trigger warnings" for course materials; "safe spaces" where students are protected from speech they consider harmful or distressing; "micro-aggression" policies that often strongly discourage the use of words that might offend sensitive individuals; new "bias-reporting" programs that consist of different degrees of campus surveillance; the "dis-invitation" of a growing list of speakers, including many in the mainstream of American politics and values; and the prominent "shouting down" or disruption of speakers deemed inconsistent with progressive ideology. Not to be outdone, external forces on the right are now engaging in social media bullying of speakers and teachers whose views upset them. The essays in this collection, written by prominent philosophers, political scientists, sociologists, and legal scholars, examine the issues at the forefront of the crisis of free speech in higher education. The contributors address the broader historical, cultural, legal, and normative contexts of the current crisis, and take care to analyze the role of "due process" in protecting academic freedom and individuals accused of misconduct. Additionally, the volume is unique in that it advances practical remedies to campus censorship, as the editors and many of the contributors have participated in movements to remedy limitations on free speech and open inquiry. The Value and Limits of Academic Speech will educate academic professionals and informed citizens about the phenomenon of progressive censorship and its implications for higher education and the republic.

Alienation between the U.S. military and society has grown in recent decades. Such alienation is unhealthy, as it threatens both sufficient civilian control of the military and the long-standing ideal of the 'citizen soldier'. Nowhere is this issue more predominant than at many major universities, which began turning their backs on the military during the chaotic years of the Vietnam War. Arms and the University probes various dimensions of this alienation, as well as recent efforts to restore a closer relationship between the military and the university. Through theoretical and empirical analysis, Donald Alexander Downs and Ilia Murtazashvili show how a military presence on campus in the form of ROTC (including a case study of ROTC's return to Columbia and Harvard universities), military history and national security studies can enhance the civic and liberal education of non-military students, and in the process help to bridge the civil-military gap.

Alienation between the U.S. military and society has grown in recent decades. Such alienation is unhealthy, as it threatens both sufficient civilian control of the military and the long-standing ideal of the 'citizen soldier'. Nowhere is this issue more predominant than at many major universities, which began turning their backs on the military during the chaotic years of the Vietnam War. Arms and the University probes various dimensions of this alienation, as well as recent efforts to restore a closer relationship between the military and the university. Through theoretical and empirical analysis, Donald Alexander Downs and Ilia Murtazashvili show how a military presence on campus in the form of ROTC (including a case study of ROTC's return to Columbia and Harvard universities), military history and national security studies can enhance the civic and liberal education of non-military students, and in the process help to bridge the civil-military gap.

This book addresses a major problem in contemporary American higher education: deprivations of free speech, due process, and other basic civil liberties in the name of favored political causes. Downs begins by analyzing the nature and evolution of the problem, and discusses how these betrayals of liberty have harmed the truth seeking mission of universities. Rather than promoting equal respect and tolerance of diversity, policies restricting academic freedom and civil liberty have proved divisive, and have compromised the robust exchange of ideas that is a necessary condition of a meaningful education. Drawing on personal experience as well as research, Downs presents four case studies that illustrate the difference that conscientious political resistance and mobilization of faculty and students can make. Such movements have brought about unexpected success in renewing the principles of free speech, academic freedom, and civil liberty at universities where they have been active.

Free speech has been a historically volatile issue in higher education. In recent years, however, there has been a surge of progressive censorship on campus. This wave of censorship has been characterized by the explosive growth of such policies as "trigger warnings" for course materials; "safe spaces" where students are protected from speech they consider harmful or distressing; "micro-aggression" policies that often strongly discourage the use of words that might offend sensitive individuals; new "bias-reporting" programs that consist of different degrees of campus surveillance; the "dis-invitation" of a growing list of speakers, including many in the mainstream of American politics and values; and the prominent "shouting down" or disruption of speakers deemed inconsistent with progressive ideology. Not to be outdone, external forces on the right are now engaging in social media bullying of speakers and teachers whose views upset them. The essays in this collection, written by prominent philosophers, political scientists, sociologists, and legal scholars, examine the issues at the forefront of the crisis of free speech in higher education. The contributors address the broader historical, cultural, legal, and normative contexts of the current crisis, and take care to analyze the role of "due process" in protecting academic freedom and individuals accused of misconduct. Additionally, the volume is unique in that it advances practical remedies to campus censorship, as the editors and many of the contributors have participated in movements to remedy limitations on free speech and open inquiry. The Value and Limits of Academic Speech will educate academic professionals and informed citizens about the phenomenon of progressive censorship and its implications for higher education and the republic.

This book addresses a major problem in contemporary American higher education: deprivations of free speech, due process, and other basic civil liberties in the name of favored political causes. Downs begins by analyzing the nature and evolution of the problem, and discusses how these betrayals of liberty have harmed the truth seeking mission of universities. Rather than promoting equal respect and tolerance of diversity, policies restricting academic freedom and civil liberty have proved divisive, and have compromised the robust exchange of ideas that is a necessary condition of a meaningful education. Drawing on personal experience as well as research, Downs presents four case studies that illustrate the difference that conscientious political resistance and mobilization of faculty and students can make. Such movements have brought about unexpected success in renewing the principles of free speech, academic freedom, and civil liberty at universities where they have been active.

In April 1969, one of America's premier universities was celebrating parents' weekend and the student union was an armed camp, occupied by over eighty defiant members of the campus's Afro-American Society. Marching out Sunday night, the protesters brandished rifles, their maxim: "If we die, you are going to die." Cornell '69 is an electrifying account of that weekend which probes the origins of the drama and describes how it was played out not only at Cornell but on campuses across the nation during the heyday of American liberalism.Donald Alexander Downs tells the story of how Cornell University became the battleground for the clashing forces of racial justice, intellectual freedom, and the rule of law. Eyewitness accounts and retrospective interviews depict the explosive events of the day and bring the key participants into sharp focus: the Afro-American Society, outraged at a cross-burning incident on campus and demanding amnesty for its members implicated in other protests; University President James A. Perkins, long committed to addressing the legacies of racism, seeing his policies backfire and his career collapse; the faculty, indignant at the university's surrender, rejecting the administration's concessions, then reversing itself as the crisis wore on. The weekend's traumatic turn of events is shown by Downs to be a harbinger of the debates raging today over the meaning of the university in American society. He explores the fundamental questions it posed, questions Americans on and off campus are still struggling to answer: What is the relationship between racial justice and intellectual freedom? What are the limits in teaching identity politics? And what is the proper meaning of the university in a democratic polity?"

In 1977, a Chicago-based Nazi group announced its plans to demonstrate in Skokie, Illinois, the home of hundreds of Holocaust survivors. The shocked survivor community rose in protest and the issue went to court, with the ACLU defending the Nazis' right to free speech. The court ruled in the Nazis' favor. According to the "content neutrality doctrine" governing First Amendment jurisprudence, the Nazis' insults and villifications were "neutral"--not the issue, as far as the law was concerned. But to Downs, they are at issue. In Nazis in Skokie he challenges the doctrine of "content neutrality" and presents an argument for the minimal abridgment of free speech when that speech in intentionally harmful. Draawing on his interviews with participants in the conflict, Downs combines detailed social history with informed legal interpretation in a provocative examination of an abiding tension between individual freedom and community integrity, and between procedural and substantive justice.

The status of free speech and academic freedom in the nation's colleges and universities has become an explosive issue. Reports of disruptions and dis-invitations of speakers and a host of new speech-inhibiting policies instituted by campus bureaucracies are now commonplace. Critics claim that these actions and measures have smothered the open and honest discourse inside and outside of the classroom that is so necessary for a meaningful and vibrant education to take place. Others consider the fears of crisis overblown, discerning the harms as less extensive in the vast domain of higher education than critics acknowledge. Drawing on his extensive research, teaching, and practical experience as a free speech and academic freedom leader at the University of Wisconsin-Madison and nation-wide, Donald A. Downs portrays the university as an "intellectual polis" in which free and honest academic discourse should pervade the campus. His unique approach addresses the experiential, empirical, strategic, and philosophical dimensions at stake. Free Speech and Liberal Education: A Plea for Intellectual Diversity and Tolerance dissects the nature, extent, and causes of the speech suppression that exists, emphasizing the need for intellectual diversity and how repression often co-exists with counter-forces that need to be energized and mobilized in what Downs portrays as the "embattled" status of academic free speech; the character of the harms the new policies and actions pose to liberal education; broader "structural and societal threats to academic freedom; how to mobilize to protect campus freedom using resources inside and outside of the campus; and, most importantly, why robust free speech and academic freedom are so important to both liberal education and the prospects of liberal democracy.

Donald Downs offers an analysis of the injustices behind the logic of battered woman syndrome, concluding that this very logic harms those it is trying to protect. The text argues that battered women often adopt heroic means of survival, retaining accurate, reasoned perceptions concerning the actions and intentions of their abusers, and to portray battered women as lacking reason and will undermines otherwise valid self-defence claims and hurts women more generally. Also explored in the work is the "Syndrome Society" more generally. The author asserts that justice can be achieved without stripping victims of reason and reponsibility - the very attributes that make citizenship possible.

Fresh empirical evidence of pornography's negative effects and the resurgence of feminist and conservative critiques have caused local, state, and federal officials to reassess the pornography issue. In "The New Politics of Pornography," Donald Alexander Downs explores the contemporary antipornography movement and addresses difficult questions about the limits of free speech. Drawing on official transcripts and extensive interviews, Downs recreates and analyzes landmark cases in Minneapolis and Indianapolis. He argues persuasively that both conservative and liberal camps are often characterized by extreme intolerance which hampers open policy debate and may ultimately threaten our modern doctrine of free speech. Downs concludes with a balanced and nuanced discussion of what First Amendment protections pornography should be afforded. This provocative and interdisciplinary work will interest students of political science, women's studies, civil liberties, and constitutional law.