通过大声思考来理解学生如何平衡言论自由和包容

Q2 Social Sciences
J. Bernstein, Cameron W. Armstrong
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引用次数: 0

摘要

摘要:我们使用出声思考的方法来探讨学生对校园言论自由的态度,在这种方法中,学生接触到一个主题的原始材料,并在他们解决争议的过程中“大声思考”。我们深入了解了学生是如何理解和判断谁应该和不应该在校园里发言的。利用大声思考的方法来检查校园邀请演讲者的各种案例,我们了解到学生很难区分阻止某些校园演讲者的法律和政治原因。我们还发现,学生往往比公民自由主义者可能喜欢的更严格,尽管(通常)在内部一致和同情的方式。最后,我们提出了一些干预措施,可以帮助学生更好地理解第一修正案权利的典型裁决方式,以及如何与其他崇高目标相平衡。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Using think-alouds to understand how students balance free speech and inclusion
ABSTRACT We explore student attitudes toward freedom of speech on campus using a think-aloud method, in which students are exposed to source material on a subject and “think aloud” as they work through the controversies. We gain an in-depth picture of how students understand and make judgments about who should and should not be allowed to speak on campus. Utilizing the think-aloud method to examine various cases of invited speakers on campus, we learn that students have difficult times differentiating legal and political reasons for preventing certain campus speakers. We also find that students tend to be more restrictive than a civil libertarian might like, albeit in (usually) internally consistent and sympathetic ways. We conclude by suggesting interventions that could help students better understand the way First Amendment rights are typically adjudicated and balanced against other lofty goals.
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来源期刊
First Amendment Studies
First Amendment Studies Social Sciences-Law
自引率
0.00%
发文量
0
期刊介绍: First Amendment Studies publishes original scholarship on all aspects of free speech and embraces the full range of critical, historical, empirical, and descriptive methodologies. First Amendment Studies welcomes scholarship addressing areas including but not limited to: • doctrinal analysis of international and national free speech law and legislation • rhetorical analysis of cases and judicial rhetoric • theoretical and cultural issues related to free speech • the role of free speech in a wide variety of contexts (e.g., organizations, popular culture, traditional and new media).
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