Home Political No, Students, Words Are Not Violence

No, Students, Words Are Not Violence

Fight with words social issue concept as a person screaming with bullets flying out of the mouth as a metaphor for strong communication and aggressive shouting with 3D illustration elements.

Of all the ideas percolating on college campuses these days, the most dangerous one might be that speech is sometimes violence. We’re not talking about verbal threats of violence, which are used to coerce and intimidate, and which are illegal and not protected by the First Amendment. We’re talking about speech that is deemed by members of an identity group to be critical of the group, or speech that is otherwise upsetting to members of the group. This is the kind of speech that many students today refer to as a form of violence. If Milo Yiannopoulos speaks on the University of California, Berkeley, campus, is that an act of violence?

Recently, the psychologist Lisa Feldman Barrett, a highly respected emotion researcher at Northeastern University, published an essay in The New York Timestitled, “When is speech violence?” She offered support from neuroscience and health-psychology research for students who want to use the word “violence” in this expansive way. The essay made two points that we think are valid and important, but it drew two inferences from those points that we think are invalid.

First valid point: Chronic stress can cause physical damage. Feldman Barrett cited research on the ways that chronic (not short-term) stressors “can make you sick,alter your brain—even kill neurons—and shorten your life.” The research here is indeed clear.

First invalid inference: Feldman Barrett used these empirical findings to advance a syllogism: “If words can cause stress, and if prolonged stress can cause physical harm, then it seems that speech—at least certain types of speech—can be a form of violence.” It is logically true that if A can cause B and B can cause C, then A can cause C. But following this logic, the resulting inference should be merely that words can cause physical harm, not that words are violence. If you’re not convinced, just re-run the syllogism starting with “gossiping about a rival,” for example, or “giving one’s students a lot of homework.” Both practices can cause prolonged stress to others, but that doesn’t turn them into forms of violence.

Feldman Barrett’s second valid point lies in her argument that young people areantifragile—they grow from facing and overcoming adversity:

Offensiveness is not bad for your body and brain. Your nervous system evolved to withstand periodic bouts of stress, such as fleeing from a tiger, taking a punch or encountering an odious idea in a university lecture. Entertaining someone else’s distasteful perspective can be educational. … When you’re forced to engage a position you strongly disagree with, you learn something about the other perspective as well as your own. The process feels unpleasant, but it’s a good kind of stress — temporary and not harmful to your body — and you reap the longer-term benefits of learning.

Feldman Barrett could have gone a step further: This “good kind of stress” isn’t just “not harmful,” it also sometimes makes an individual stronger and more resilient. The next time that person faces a similar situation, she’ll experience a milder stress response because it is no longer novel, and because her coping repertoire has grown. This was the argument at the heart of our 2015 essay in The Atlantic, “The Coddling of the American Mind.” We worried that colleges were making students more fragile—more easily harmed—by trying to protect them from the sorts of small and brief offensive experiences that Feldman Barrett is talking about.

Feldman Barrett then contrasted brief experiences of offensiveness with chronic stressors:

What’s bad for your nervous system, in contrast, are long stretches of simmering stress. If you spend a lot of time in a harsh environment worrying about your safety, that’s the kind of stress that brings on illness and remodels your brain. That’s also true of a political climate in which groups of people endlessly hurl hateful words at one another, and of rampant bullying in school or on social media. A culture of constant, casual brutality is toxic to the body, and we suffer for it.

We agree. But what, then, are the implications for college campuses?

In Feldman Barrett’s second invalid inference, she writes:

That’s why it’s reasonable, scientifically speaking, not to allow a provocateur and hatemonger like Milo Yiannopoulos to speak at your school. He is part of something noxious, a campaign of abuse. There is nothing to be gained from debating him, for debate is not what he is offering.

But wait, wasn’t Feldman Barrett’s key point the contrast between short- and long-term stressors? What would have happened had Yiannopoulos been allowed to speak at Berkeley? He would have faced a gigantic crowd of peaceful protesters, inside and outside the venue. The event would have been over in two hours. Any students who thought his words would cause them trauma could have avoided the talk and left the protesting to others. Anyone who joined the protests would have left with a strong sense of campus solidarity. And most importantly, all Berkeley students would have learned an essential lesson for life in 2017: How to encounter a troll without losing one’s cool. (The goal of a troll, after all, is to make people lose their cool.)