Analysis Of Frank Bruni's The Wilds Of Education
Sensitive topics have been avoided in the classroom. Often when reading a text out loud, students are discouraged from using vulgar languages. Class readings are chosen so that no sexual content is present. Both Frank Bruni’s “The Wilds of Education” and Sophie Downes’ “Trigger Warnings, Safe Spaces and Free Speech, Too” discusses the issue of how taboo topics affect campus learning. Frank Bruni’s “The Wilds of Education” draws attention to the lack of taboo topics present in the American education system. He ardently supports the idea of discussing topics such as “bullying, sexual assault, and gun violence” (Bruni, Paragraph 1). He believes that discussing such topics would enrich student’s learning. For instance, Bruni discusses the novel
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Ellison, University of Chicago’s Dean, refused to provide trigger warnings and safe spaces in the university. In other words, students would not be warned about the discussion of sensitive topics nor would they be allowed to express their feelings to an authority in the campus. Downes disagrees with Dean Ellison’s stance and instead believes that “support systems can be a lifeline in the tumultuous environment of college, and are important precisely because they encourage a free exchange of ideas” (Downes, Paragraph 6). In other words, Downes believes that a support system is crucial in a college setting environment, where emotional topics are freely discussed in class. Furthermore, Downes ends off her piece by stating that the school’s administration cannot prevent students from supporting each other. For example, she states that “campus advocacy groups will not be deterred by a letter” (Downes, Paragraph 14) and her tone showed an approval of the students’ decision. As a result, Downes supports the idea of expanding student’s comfort levels, however she strongly agrees with the students that resources should be available to
Ellison, University of Chicago’s Dean, refused to provide trigger warnings and safe spaces in the university. In other words, students would not be warned about the discussion of sensitive topics nor would they be allowed to express their feelings to an authority in the campus. Downes disagrees with Dean Ellison’s stance and instead believes that “support systems can be a lifeline in the tumultuous environment of college, and are important precisely because they encourage a free exchange of ideas” (Downes, Paragraph 6). In other words, Downes believes that a support system is crucial in a college setting environment, where emotional topics are freely discussed in class. Furthermore, Downes ends off her piece by stating that the school’s administration cannot prevent students from supporting each other. For example, she states that “campus advocacy groups will not be deterred by a letter” (Downes, Paragraph 14) and her tone showed an approval of the students’ decision. As a result, Downes supports the idea of expanding student’s comfort levels, however she strongly agrees with the students that resources should be available to