“Education should not be intended to make people comfortable; it is meant to make them think.”
This is a good indication of authors goal. For many (most) the ideas, explanations, suggestions, prescriptions, criticisms; will sound/feel . . . irritating, maybe painful.
Nevertheless, they present detailed evidence, mainly news reports and researched events (which I prefer). A few charts and statistics.
Focus on reasoning and persuasion. For example . . .
“Dictionary definitions of “coddle” emphasize this overprotection; for example, “to treat with extreme or excessive care or kindness.”
(How can kindness be bad?)
“The fault lies with adults and with institutional practices, hence our subtitle: “How Good Intentions and Bad Ideas Are Setting Up a Generation for Failure.” That is exactly what this book is about. We will show how well-intentioned overprotection—from peanut bans in elementary schools through speech codes on college campuses—may end up doing more harm than good. But overprotection is just one part of a larger trend that we call problems of progress.’’
(I liked this new term - ‘Problems of progress’. Clever.)
“This term refers to bad consequences produced by otherwise good social changes. It’s great that our economic system produces an abundance of food at low prices, but the flip side is an epidemic of obesity. It’s great that we can connect and communicate with people instantly and for free, but this hyperconnection may be damaging the mental health of young people.’’
(Devote considerable space to the damage social media is doing to youths who have grown up with this tool. Sad.)
“In Part I of the book, we set the stage. We give you the intellectual tools you’ll need to make sense of the new culture of “safety” that has swept across many college campuses since 2013. Those tools include learning to recognize the three Great Untruths. Along the way, we’ll explain some of the key concepts of cognitive behavioral therapy, and we’ll show how CBT improves critical thinking skills while counteracting the effects of the Great Untruths.’’
(Only three ‘great lies?’)
“In Part II, we show the Great Untruths in action. We examine the “shout-downs,” intimidation, and occasional violence that are making it more difficult for universities to fulfill their core missions of education and research. We explore the newly popular idea that speech is violence, and we show why thinking this way is bad for students’ mental health. We explore the sociology of witch hunts and moral panics, including the conditions that can cause a college to descend into chaos.’’
(I really learned a lot about this. Excellent!)
“In Part III, we try to solve the mystery. Why did things change so rapidly on many campuses between 2013 and 2017?’’
The Search for Wisdom
PART I Three Bad Ideas
CHAPTER 1 | The Untruth of Fragility: What Doesn’t Kill You Makes You Weaker
CHAPTER 2 | The Untruth of Emotional Reasoning: Always Trust Your Feelings
CHAPTER 3 | The Untruth of Us Versus Them: Life Is a Battle Between Good People and Evil People
PART II Bad Ideas in Action
CHAPTER 4 | Intimidation and Violence
CHAPTER 5 | Witch Hunts
PART III How Did We Get Here?
CHAPTER 6 | The Polarization Cycle
CHAPTER 7 | Anxiety and Depression
CHAPTER 8 | Paranoid Parenting
CHAPTER 9 | The Decline of Play
CHAPTER 10 | The Bureaucracy of Safetyism
CHAPTER 11 | The Quest for Justice
The quotes appear in the text, not as footnotes. For example . .
“Marcuse argued that true democracy might require denying basic rights to people who advocate for conservative causes, or for policies he viewed as aggressive or discriminatory, and that true freedom of thought might require professors to indoctrinate their students:
‘The ways should not be blocked [by] which a subversive majority could develop, and if they are blocked by organized repression and indoctrination, their reopening may require apparently undemocratic means. They would include the withdrawal of toleration of speech and assembly from groups and movements which promote aggressive policies, armament, chauvinism, discrimination on the grounds of race and religion, or which oppose the extension of public services, social security, medical care, etc. Moreover, the restoration of freedom of thought may necessitate new and rigid restrictions on teachings and practices in the educational institutions which, by their very methods and concepts, serve to enclose the mind within the established universe of discourse and behavior.’”
This doctrine of Marcuse plays a key role in this book. They spell out how this idea has influenced university life. Chilling.
Another excerpt . . .
“In June 2017, John Roberts, the chief justice of the United States, was invited to be the commencement speaker at his son’s graduation from middle school. Like Van Jones (whom we quoted in chapter 4), Roberts understands antifragility. He wishes for his son’s classmates to have the sorts of painful experiences that will make them better people and better citizens. Here is an excerpt from his speech:
(be aware - this very counter-cultural)
‘From time to time in the years to come, I hope you will be treated unfairly, so that you will come to know the value of justice. I hope that you will suffer betrayal because that will teach you the importance of loyalty. Sorry to say, but I hope you will be lonely from time to time so that you don’t take friends for granted. I wish you bad luck, again, from time to time so that you will be conscious of the role of chance in life and understand that your success is not completely deserved and that the failure of others is not completely deserved either. And when you lose, as you will from time to time, I hope every now and then, your opponent will gloat over your failure. It is a way for you to understand the importance of sportsmanship. I hope you’ll be ignored so you know the importance of listening to others, and I hope you will have just enough pain to learn compassion. Whether I wish these things or not, they’re going to happen. And whether you benefit from them or not will depend upon your ability to see the message in your misfortunes.’”
Wow!
Not what we usually want for others (ourselves). Especially for our kids! Maybe . . .
Easy read. Writing for general reader, not academics.
Nevertheless, about one thousand or more notes (linked).
Two hundred references.
Tremendous scholarship!
Extensive index (linked).
Wonderful!
Includes appendix. 1. How to do CBT 2. The Chicago Statement on Principles of Free Expression
One caveat: authors use evolutionary psychology to justify/explain the feelings/actions presented. I think Nietzsche and Dostoyevsky do a better job describing the source of human evil. The ‘will to power’, the ‘demonic’ influence provides clearer (better) explanation.
Authors do quote Solzhenitsyn: ‘Evil runs through every human heart’. He became a Christian due to this insight. Humans made in god’s image. Now fallen. All humans know — we all have both potentials. Godly greatness and animal wretchedness. Think Pascal. Convinced Solzhenitsyn that the Bible account is to be trusted.
(See also: “The Judgement of the Nations” by Christopher Dawson; “The Devil's Pleasure Palace: The Cult of Critical Theory and the Subversion of the West” by Micheal Walsh; “The Crisis of Western Education” by Christopher Dawson; “Myth of the Nation and Vision of Revolution: Ideological Polarization in the Twentieth Century” by Jacob Talmon. These thinkers provide a longer range, historical, even philosophical analysis. Tremendous!)
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Brilliant Synthesis of Systemic Issues - Required Reading for Parents & Educators
Lukianoff and Haidt have greatly expanded their popular Sept 2015 Atlantic article into a more detailed and nuanced book of the same title. Haidt is a social psychologist and Lukianoff is a First Amendment Lawyer - a perfect pairing for this project. Haidt is also author of the highly relevant and absolutely brilliant 2012 book, "The Righteous Mind: Why Good People are Divided by Politics and Religion." A major reference and parallel running throughout the book is Nassim Taleb's seminal book, "Antifragile: Things that Gain from Disorder."Key Coddling conclusion: Parents and educators are unwittingly, and paradoxically, harming today's students by trying so hard to protect them. This is from perceived physical dangers as well as from ideas that might prove uncomfortable. The net is that "helicopter" parenting and increasingly ideologically uniform college campuses aren't allowing children to develop natural resilience (identical in concept to children being susceptible to diseases if not properly immunized). Kids are not receiving the proper stress-testing to the issues they will undoubtedly encounter in the real world and "the growing tendency to cultivate vulnerabilities in students carries unacknowledged costs" (Erika Christakis).An important and highly unsettling second derivative of the cited trends are the "consequences for the future of liberal democracies." The book references "the coarsening of social interaction," and desire to "invoke coercion by other parties to solve problems" as one of the "vulnerabilities of democracies." A wonderful speech excerpt from Chief Justice John Roberts highlights his grasp of the importance of antifragility and ability to "see the message in your misfortunes." Parents need to let children fall, fail and skin their knees more, while colleges need to make sure students are exposed to diverse ideologies and ideas that make them uncomfortable. In the end, "safe spaces" are anything but.There is a great chapter on "The Bureaucracy of Safetyism" that opens with a prescient Alexis de Tocqueville quote from Democracy in America: "The Sovereign power [or soft despot] extends its arms over the entire society; it covers the surface of society with a network of small, complicated, minute and uniform rules...it does not tyrannize, it hinders, it represses, it enervates, it extinguishes, it stupefies, and finally it reduces each nation to being nothing more than a flock of timid and industrious animals, of which the government is the shepherd." Safety, conformity and resume wars breed "Excellent Sheep."Lastly, Haidt and Lukianoff's chapter "The Quest for Justice" demonstrates their ability to parse polarizing issues, like "social justice," and disaggregate them into the component parts. In this instance, the important distinction between "distributive justice" (the perception that people are getting what is deserved) and "procedural justice" (the perception that the process by which things are distributed and rules are enforced is fair and trustworthy).Do your brain a favor - buy The Righteous Mind, Antifragile and Coddling and then steal away for a weekend to read them all.
Top reviews from other countries
Narciso González
Por fin algo muy bueno que leer para corregir nuestra sociedad
Reviewed in Mexico on July 2, 2022
Narciso González
Reviewed in Mexico on July 2, 2022
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Colin
essential reading for any parent
Reviewed in the United Kingdom on September 23, 2024
