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North Crowley-Reed-Aff-Strake Jesuit-Round2.docx
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1 -Part one is framework
2 -First- I value morallity derived from ought in the resolution- any other value is nonsense, since we can al
3 -
4 -Second, the meta ethic- the resolution asks us a question of public colleges and universities. To answer this question, we should first look to the constitutive nature of colleges and universities to determine what type of framing arguments matter. A few warrants-
5 -analytic
6 -
7 -Third- now, we must define the nature of a public institute of higher learning. It is useful to understand the university in terms of pedagogy, which is the broader educational environment given by these institutions. In an educational space, participants can never be neutral, there will always BE a pedagogy in education, rather, it is a question of what type of pedagogy we should form. Thus universities should operate as a space for critical pedagogy- this is key to accessing identity and agency. Thus the standard is consistency with creating a space of critical pedagogy
8 -Henry A. Giroux | The Curse of Totalitarianism and the Challenge of Critical Pedagogy Friday, 02 October 2015 00:00 By Henry A. Giroux, Truthout | News Analysis, http://www.truth-out.org/news/item/33061-the-curse-of-totalitarianism-and-the-challenge-of-critical-pedagogy
9 -Pedagogy is a moral and political practice because it offers particular versions and visions of civic life, community, the future and how we might construct representations of ourselves, others, and our physical and social environment. But it does more; it also "represents a version of our own dreams for ourselves, our children, and our communities. But such dreams are never neutral; they are always someone's dreams and to the degree that they are implicated in organizing the future for others they always have a moral and political dimension." (13) It is in this respect that any discussion of pedagogy must begin with a discussion of educational practice as a particular way in which a sense of identity, place, worth and, above all, value is informed by practices that organize knowledge and meaning. (14) Central to my argument is the assumption that politics is not only about the exercise of economic and political power, but also, as Cornelius Castoriadis points out, "has to do with political judgements and value choices," (15) indicating that questions of civic education and critical pedagogy (learning how to become a skilled citizen) are central to the struggle over political agency and democracy. In this instance, critical pedagogy emphasizes critical reflection, bridging the gap between learning and everyday life, understanding the connection between power and difficult knowledge, and extending democratic rights and identities by using the resources of history and theory.
10 -Part two is the contention- I contend that affirming creates a space consistent with the pedagogical goals of the university
11 -First, restrictions on speech damage the purpose of universities
12 -Vince Herron, JD, University of Southern California, “Increasing the Speech: Diversity, Campus Speech Codes, and the Pursuit of Truth,” Southern California Law Review, 1993-1994.
13 -By reducing speech at the university by eliminating from the marketplace certain ideas which university administrators feel are unacceptable, speech codes also threaten the academic process. Speech codes which inhibit the free exchange of ideas trample on the very canons upon which universities are founded. Although the ideas that may be expressed when no speech code exists may be repugnant, the university is simply not a place where ideas and expression should be suppressed.73 When speech codes exist, “not only are the delicate, vital values of free speech seriously jeopardized, but suppression inevitably creates a climate of thought control, a habit of censorship and an atmosphere of reactionary conformity… .”I “The main purpose of a university is the search for knowledge …. For that reason, any coercive curtailment of unpopular viewpoints… is inconsistent with the very foundation of a university education.”7 5 The university especially is a marketplace of ideas and should be a bastion of unrestricted free speech.76 “Once you start telling people what they can’t say, you will end up telling them what they can’t think.”77 This obstruction of both academic freedom and the freedom to express all ideas threatens grave damage to the educational process and is a price which is far too high to pay for the modest, short-term gains garnered by speech codes.
14 -Second, Colleges and universities should be the last to censor free speech-there’s a constitutive duty of these institutions to create a maximumly educational environment.
15 -Thomas McAllister JD, Tennessee College of Law, “Rules and Rights Colliding: Speech Codes and the First Amendment on College Campuses,” Tennessee Law Review, Vol. 59, 1992.
16 -Would it not be preferable, though, for institutions to refrain from actions that might call into question their respect for First Amendment rights, regardless of those actions’ constitutionality? Colleges and universities should concern themselves with engendering a campus atmosphere in which speech of all kinds flourishes and the bounds of accepted norms and principles are always tested instead of concerning themselves with the nuances of First Amendment jurisprudence. University and college administrators should be the last to restrict speech. Rather they should be the first to protect it. Students have an interest in an unintimidating place of scholarship; however, part of scholarship is learning to cope with views that one finds abhorrent. Students’ verbal battles should not be fought for them by administrators with speech codes. As one writer put it, The same students who insist that they be treated as adults when it comes to their sexuality, drinking and school work, beg to be treated like children when it comes to politics, speech and controversy. They whine to . . . the president or provost of the university, to “protect” them from offensive speech, instead of themselves trying to combat it in the marketplace of ideas. 124 Students must learn tolerance for all ideas no matter how repugnant to their own beliefs. College and university administrators should not cast themselves in the role of censors.
17 -Third, Restrictions on speech only silence moderates, not extremists. This is inconsistent with a pedagogical space where we can critically examine the views of these moderates and in turn.
18 -Hentoff 91, Nat Hentoff. “ ‘Speech Codes’ On The Campus And Problems Of Free Speech.” Dissent v. 38 (Fall 1991) p. 546-9.
19 -At the University of Buffalo Law School, which has a code restricting speech, I could find just one faculty member who was against it. A liberal, he spoke only on condition that I not use his name. He did not want to be categorized as a racist. On another campus, a political science professor for whom I had great respect after meeting and talking with him years ago, has been silent-students told me—on what Justice William Brennan once called “the pall of orthodoxy” that has fallen on his campus. When I talked to him, the professor said, “It doesn’t happen in my class. There’s no ‘politically correct’ orthodoxy here. It may happen in other places at this university, but I don’t know about that.” He said no more. One of the myths about the rise of P. C. (politically correct) is that, coming from the left, it is primarily intimidating conservatives on campus. Quite the contrary. At almost every college I’ve been, conservative students have their own newspaper, usually quite lively and fired by a muckraking glee at exposing “politically correct” follies on campus. By and large, those most intimidated—not so much by the speech codes themselves but by the Madame Defarge-like spirit behind them—are liberal students and those who can be called politically moderate. I’ve talked to many of them, and they no longer get involved in class discussions where their views would go against the grain of P. C. righteousness.
20 -Fourth, free speech is needed to for civic engagement, which is a primary goal of critical pedagogy. This is true for both intrinsic and extrinsic reasons- when you leave school speech codes go away, we have to use the university as a space to learn how to fight the systems that then appear. Additionally, any censorship is bad because it internalizes power structures and domination
21 -Giroux,
22 -Rethinking Education as the Practice of Freedom: Paulo Freire and the Promise of Critical Pedagogy Friday, 01 January 2010 12:50 By Henry A. Giroux, t r u t h o u t | Op-Ed |, http://www.truth-out.org/archive/item/87456:rethinking-education-as-the-practice-of-freedom-paulo-freire-and-the-promise-of-critical-pedagogy
23 -As the market-driven logic of neoliberal capitalism continues to devalue all aspects of the public good, one consequence has been that the educational concern with excellence has been removed from matters of equity, while the notion of schooling as a public good has largely been reduced to a private good. Both public and higher education are largely defined through the corporate demand that they provide the skills, knowledge and credentials that will provide the workforce necessary for the United States to compete and maintain its role as the major global economic and military power. Consequently, there is little interest in both public and higher education, and most importantly in many schools of education, for understanding pedagogy as a deeply civic, political and moral practice - that is, pedagogy as a practice for freedom. As schooling is increasingly subordinated to a corporate order, any vestige of critical education is replaced by training and the promise of economic security. Similarly, pedagogy is now subordinated to the narrow regime of teaching to the test coupled with an often harsh system of disciplinary control, both of which mutually reinforce each other. In addition, teachers are increasingly reduced to the status of technicians and deskilled as they are removed from having any control over their classrooms or school governance structures. Teaching to the test and the corporatization of education becomes a way of "taming" students and invoking modes of corporate governance in which public school teachers become deskilled and an increasing number of higher education faculty are reduced to part-time positions, constituting the new subaltern class of academic labor.
24 -Fifth, our Pedagogy is a prerequisite- a project of freedom not as a goal but as a process is needed.
25 -Giroux,
26 -Rethinking Education as the Practice of Freedom: Paulo Freire and the Promise of Critical Pedagogy Friday, 01 January 2010 12:50 By Henry A. Giroux, t r u t h o u t | Op-Ed |, http://www.truth-out.org/archive/item/87456:rethinking-education-as-the-practice-of-freedom-paulo-freire-and-the-promise-of-critical-pedagogy
27 -But there is more at stake here than a crisis of authority and the repression of critical thought. Too many classrooms at all levels of schooling now resemble a "dead zone," where any vestige of critical thinking, self-reflection and imagination quickly migrate to sites outside of the school only to be mediated and corrupted by a corporate-driven media culture. The major issue now driving public schooling is how to teach for the test, while disciplining those students who because of their class and race undermine a school district's ranking in the ethically sterile and bloodless world of high stakes testing and empirical score cards.2 Higher education mimics this logic by reducing its public vision to the interests of capital and redefining itself largely as a credentializing factory for students and a Petri dish for downsizing academic labor. Under such circumstances, rarely do educators ask questions about how schools can prepare students to be informed citizens, nurture a civic imagination or teach them to be self-reflective about public issues and the world in which they live. As Stanley Aronowitz puts it: "Few of even the so-called educators ask the question: What matters beyond the reading, writing, and numeracy that are presumably taught in the elementary and secondary grades? The old question of what a kid needs to become an informed 'citizen' capable of participating in making the large and small public decisions that affect the larger world as well as everyday life receives honorable mention but not serious consideration. These unasked questions are symptoms of a new regime of educational expectations that privileges job readiness above any other educational values."3 Against this regime of "scientific" idiocy and "bare pedagogy" stripped of all critical elements of teaching and learning, Freire believed that all education in the broadest sense was part of a project of freedom, and eminently political because it offered students the conditions for self-reflection, a self-managed life and particular notions of critical agency. As Aronowitz puts it in his analysis of Freire's work on literacy and critical pedagogy: Thus, for Freire literacy was not a means to prepare students for the world of subordinated labor or "careers," but a preparation for a self-managed life. And self-management could only occur when people have fulfilled three goals of education: self-reflection, that is, realizing the famous poetic phrase, "know thyself," which is an understanding of the world in which they live, in its economic, political and, equally important, its psychological dimensions. Specifically "critical" pedagogy helps the learner become aware of the forces that have hitherto ruled their lives and especially shaped their consciousness. The third goal is to help set the conditions for producing a new life, a new set of arrangements where power has been, at least in tendency, transferred to those who literally make the social world by transforming nature and themselves.4 What Paulo made clear in "Pedagogy of the Oppressed," his most influential work, is that pedagogy at its best is about neither training, teaching methods nor political indoctrination. For Freire, pedagogy is not a method or an a priori technique to be imposed on all students, but a political and moral practice that provides the knowledge, skills and social relations that enable students to expand the possibilities of what it means to be critical citizens, while expanding and deepening their participation in the promise of a substantive democracy. Critical thinking for Freire was not an object lesson in test taking, but a tool for self-determination and civic engagement.
28 -And- we have to avoid indoctrination- we are a pre-requisite to actualizing agency in the context of power relations
29 -Giroux,
30 -Rethinking Education as the Practice of Freedom: Paulo Freire and the Promise of Critical Pedagogy Friday, 01 January 2010 12:50 By Henry A. Giroux, t r u t h o u t | Op-Ed |, http://www.truth-out.org/archive/item/87456:rethinking-education-as-the-practice-of-freedom-paulo-freire-and-the-promise-of-critical-pedagogy
31 -And as a political and moral practice, way of knowing and literate engagement, pedagogy attempts to "make evident the multiplicity and complexity of history."6 History in this sense is engaged as a narrative open to critical dialogue rather than predefined text to be memorized and accepted unquestioningly. Pedagogy in this instance provides the conditions to cultivate in students a healthy skepticism about power, a "willingness to temper any reverence for authority with a sense of critical awareness."7 As a performative practice, pedagogy takes as one of its goals the opportunity for students to be able to reflectively frame their own relationship to the ongoing project of an unfinished democracy. It is precisely this relationship between democracy and pedagogy that is so threatening to so many of our educational leaders and spokespersons today and it is also the reason why Freire's work on critical pedagogy and literacy are more relevant today than when they were first published. According to Freire, all forms of pedagogy represent a particular way of understanding society and a specific commitment to the future. Critical pedagogy, unlike dominant modes of teaching, insists that one of the fundamental tasks of educators is to make sure that the future points the way to a more socially just world, a world in which the discourses of critique and possibility in conjunction with the values of reason, freedom and equality function to alter, as part of a broader democratic project, the grounds upon which life is lived. This is hardly a prescription for political indoctrination, but it is a project that gives critical education its most valued purpose and meaning, which, in part, is "to encourage human agency, not mold it in the manner of Pygmalion."8 It is also a position, that threatens right-wing private advocacy groups, neoconservative politicians and conservative extremists.
32 -Part three is the underview
33 -analytic
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1 -First, definitions
2 - ‘public colleges and universities’ is defined by
3 -Every Kind of College and University Defined, Published by Jessica Velasco, https://www.collegeraptor.com/college-guide/college-search/every-kind-of-college-and-university-defined/
4 -Public colleges and universities are funded by local and state governments. They typically offer lower tuition rates to residents of the states in which they are located. Out-of-state students can also attend public institutions, but rates are usually higher than the resident tuition rate. There are two-year colleges, also know as community colleges, and four-year public universities. Every state in the U.S. has at least one public college or university within their borders. Private colleges and universities are funded by tuition, fees, and other private sources. Most private institutions have higher “sticker” prices than public institutions, although they also often offer significant discounts for almost all students. Student populations at private colleges and universities vary from a few hundred students to over 30,000.
5 -College is defined by-
6 -Merriam Webster https://www.merriam-webster.com/dictionary/college,
7 -college noun, often attributive col·lege \ˈkä-lij\. Definition of college 1 : a body of clergy living together and supported by a foundation 2 : a building used for an educational or religious purpose 3 a : a self-governing constituent body of a university offering living quarters and sometimes instruction but not granting degrees Balliol and Magdalen Colleges at Oxford —called also residential college b : a preparatory or high school c : an independent institution of higher learning offering a course of general studies leading to a bachelor's degree; also : a university division offering this d : a part of a university offering a specialized group of courses e : an institution offering instruction usually in a professional, vocational, or technical field business college 4 : company, group; specifically : an organized body of persons engaged in a common pursuit or having common interests or duties 5 a : a group of persons considered by law to be a unit b : a body of electors — compare electoral college 6 : the faculty, students, or administration of a college
8 -
9 -second, Framework
10 -First, I value morality, derived of ought in the resolution, which is defined to mean a moral obligation. Any other value is nonsensical, as we could always ask why that value is important, causing infinite regress until we arrive at morality.
11 -Second, Attempting to understand beings, communities, and ethics universal and free of difference will inevitably fail:
12 -There is no possibility of understanding people in and of themselves. All identities are understood through the differentiation of social relations, which are by necessity constantly changing. Your political opponent’s identity is necessary to construct your own.
13 -Butler 1, Judith, badass MoFo and mother of modern feminism in her text “Beside Oneself: On the Limits of Sexual Autonomy”
14 -, on a broader sociality, and this dependency is the basis of our endurance and survivability. When we assert our “right,” as we do and we must, we are not carving out a place for our autonomy—if by autonomy we mean a state of individuation, taken as self-persisting prior to and apart from any relations of dependency on the world of others. We do not negotiate with norms or with Others subsequent to our coming into the world. We come into the world on the condition that the social world is already there, laying the groundwork for us. This implies that I cannot persist without norms of recognition that support my persistence: the sense of possibility pertaining to me must first be imagined from somewhere else before I can begin to imagine myself. My reflexivity is not only socially mediated, but socially constituted. I cannot be who I am without drawing upon the sociality of norms that precede and exceed me. In this sense, I am outside myself from the outset, and must be, in order to survive, and in order to enter into the realm of the possible. To assert sexual rights, then, takes on a specific meaning against this background. It means, for instance, that when we struggle for rights, we are not simply struggling for rights that attach to my person, but we are struggling to be conceived as persons. And there is a difference between the former and the latter. If we are struggling for rights that attach, or should attach, to my personhood, then we assume that personhood as already constituted. But if we are struggling not only to be conceived as persons, but to create a social transformation of 32 Undoing Gender RT9239_C01.qxd 6/25/04 12:51 PM Page 32 the very meaning of personhood, then the assertion of rights becomes a way of intervening into the social and political process by which the human is articulated. International human rights is always in the process of subjecting the human to redefinition and renegotiation. It mobilizes the human in the service of rights, but also rewrites the human and rearticulates the human when it comes up against the cultural limits of its working conception of the human, as it does and must. Lesbian and gay human rights takes sexuality, in some sense, to be its issue. Sexuality is not simply an attribute one has or a disposition or patterned set of inclinations. It is a mode of being disposed toward others, including in the mode of fantasy, and sometimes only in the mode of fantasy. If we are outside of ourselves as sexual beings, given over from the start, crafted in part through primary relations of dependency and attachment, then it would seem that our being beside ourselves, outside ourselves, is there as a function of sexuality itself, where sexuality is not this or that dimension of our existence, not the key or bedrock of our existence, but, rather, as coextensive with existence, as Merleau-Ponty once aptly suggested.6 I have tried here to argue that our very sense of personhood is linked to the desire for recognition, and that desire places us outside ourselves, in a realm of social norms that we do not fully choose, but that provides the horizon and the resource for any sense of choice that we have. This means that the ec-static character of our existence is essential to the possibility of persisting as human. In this sense, we can see how sexual rights brings together two related domains of ec-stasy, two connected ways of being outside of ourselves. As sexual, we are dependent on a world of others, vulnerable to need, violence, betrayal, compulsion, fantasy; we project desire, and we have it projected onto us. To be part of a sexual minority means, most emphatically, that we are also dependent on the protection of public and private spaces, on legal sanctions that protect us from violence, on safeguards of various institutional kinds against unwanted aggression imposed upon us, and the violent actions they sometimes instigate. In this sense, our very lives, and the persistence of our desire, depend on there being norms of recognition that produce and sustain our viability as human. Thus, when we speak about sexual rights, we are not merely talking about rights that pertain to our individual desires but to the norms on which our very individuality depends. That means that the discourse of rights Beside Oneself: On the Limits of Sexual Autonomy 33 RT9239_C01.qxd 6/25/04 12:51 PM Page 33 avows our dependency, the mode of our being in the hands of others, a mode of being with and for others without which we cannot be
15 -2. Second, discrimination is constitutive of any moral theory because they all require a distinction between the ethical and anti-ethical. Differentiation becomes a condition for any decision, so justice is found in difference.
16 -3. The only way to resolve the inevitable conflict that comes with pluralism in our agency and ethics is to embrace that it is in fact inevitable. The question of ethics is to deal with this inevitability. The most productive way to do this is with an agonistic commitment, which recognizes that conflict is inevitable, but frames the other as a legitimate opponent instead of an enemy. All that agonism means is a free relationship- we must embrace every viewpoint and conflict, and not attempt to eliminate democratic clash
17 -MOUFFE:
18 -“The Democratic Paradox” by Chantal Mouffe 2000 DD
19 -"A well-functioning democracy calls for a vibrant clash of democratic political positions. If this is missing there is the danger that this democratic confrontation will be replaced by a confrontation among other forms of collective identification, as is the case with identity politics. Too much emphasis on consensus and the refusal of confrontation lead to apathy and disaffection with political participation. Worse still, the result can be the crystallization of collective passions around issues which cannot be managed by the democratic process and an explosion of antagonisms that can tear up the very basis of civility." (104)
20 -And, Aiming toward consensus is a false goal because consensus is impossible, difference in inevitable. Contestation is key. Dividing people up and treating them as enemies is also a false goal because it denies that the existence of their opposing identity is what constructs yours.
21 -
22 -Thus, the standard is promoting agonistic democracy. To clarify, the standard is concerned with the procedures of agonistic pluralism, not ends. Prefer additionally:
23 -, educational spaces must embrace contestation as a condition for resistance. Any attempt to exclude challenges reaffirms pedagogical imperialism because the teacher is telling the student what to think rather than how to think. Agonistic democracy is uniquely key for the debate space because it allows for contestation
24 - double bind – to act morally one must first know what is the right thing to do, which means any moral system has to be derivative of the procedures intrinsic to agonistic conflict:
25 -A. If our moral belief changes after an agonistic conflict, then it shows that preserving the relationship based off of openness and disagreement is necessary to identity moral errors.
26 -B. If my moral belief remains the same, I have practiced commitment to my belief because defending it assumes values in the belief.
27 -Advocacy
28 -Thus, I affirm the the resolution as an agonistic commitment to free speech.
29 -The AC doesn’t defend hate speech, as defined by individual colleges, as constitutionally protected-
30 -Hate speech isn’t constitutionally protected anyway- multiple warrents
31 -KENT GREENFIELD MAR 13, 2015 , The Limits of Free Speech, The Atlantic, http://www.theatlantic.com/politics/archive/2015/03/the-limits-of-free-speech/387718/
32 -No one with a frontal lobe would mistake this drunken anthem for part of an uninhibited and robust debate about race relations. The chant was a spew of hatred, a promise to discriminate, a celebration of privilege, and an assertion of the right to violence–all wrapped up in a catchy ditty. If the First Amendment has become so bloated, so ham-fisted, that it cannot distinguish between such filth and earnest public debate about race, then it is time we rethink what it means. The way we interpret the First Amendment need not be simplistic and empty of nuance, and was not always so. The Supreme Court unanimously held over eighty years ago that “those words which by their very utterance inflict injury … are no essential part of any exposition of ideas.” And in 1952 the Court upheld an Illinois statute punishing “false or malicious defamation of racial and religious groups.” These rulings, while never officially reversed, have shrunk to historical trinkets. But they mark a range of the possible, where one can be a staunch defender of full-throated discourse but still recognize the difference between dialogue and vomitus.
33 -Topicality is a constraint on my advocacy
34 -Next, the offence-
35 -
36 -Contention 3- Democratic Agonsism mandates a free space of discussion- this is key to accessing multiple perspectives on the good life.
37 -Taylor, Charles. Multiculturalism. Princeton University Press, 1994.
38 -Dignity is associated less with any particular understanding of the good life, such that someone’s departure from this would detract from his or her own dignity, than with the power to consider and espouse for oneself some view or other. We are not respecting this power equally in all subjects, it is claimed, if we raise the outcome of some people’s deliberations officially over that of others. A liberal society must remain neutral on the good life, and restrict itself to ensuring that however they see things, citizens deal fairly with each other and the state deals equally with all. The popularity of this view of the human agent as primarily a subject of self-determining or self-expressive choice helps to explain why this model of liberalism is so strong. But we must also consider that it has been urged with great force and intelligence by liberal thinkers in the United States, 57 C H A R L E S T A Y L O R and precisely in the context of constitutional doctrines of judicial review.33 Thus it is not surprising that the idea has become widespread, well beyond those who might subscribe to a specific Kantian philosophy, that a liberal society cannot accommodate publicly espoused notions of the good. This is the conception, as Michael Sandel has noted, of the “procedural republic,” which has a very strong hold on the political agenda in the United States, and which has helped to place increasing emphasis on judicial review on the basis of constitutional texts at the expense of the ordinary political process of building majorities with a view to legislative action.34 But a society with collective goals like Quebec’s violates this model. It is axiomatic for Quebec governments that the survival and flourishing of French culture in Quebec is a good. Political society is not neutral between those who value remaining true to the culture of our ancestors and those who might want to cut loose in the name of some individual goal of self-development. It might be argued that one could after all capture a goal like survivance for a proceduralist liberal society. One could consider the French language, for instance, as a collective resource that individuals might want to make use of, and act for its preservation, just as one does for clean air or green spaces. But this can’t capture the full thrust of policies designed for cultural survival. It is not just a matter of having the French language available for those who might choose it.
39 -
40 -Contention 2-And, if some objective good did exist- it would still be founded in democratic decision making (that’s Mouffee), and most students want free speech, so this affirms
41 -Gallup, 2016 data gathered feb 29- march 15 with the Knight foundation, Free Expression on Campus: A Survey of U.S. College Students and U.S. Adults, http://www.knightfoundation.org/media/uploads/publication_pdfs/FreeSpeech_campus.pdf
42 -Methodology This study includes a sample of U.S. college students, a sample of U.S. adults and a sample of U.S. Muslims. Results for the college student sample are based on telephone interviews with a random sample of 3,072 U.S. college students, aged 18 to 24, who are currently enrolled as full-time students at four-year colleges. Gallup selected a random sample of 240 U.S. four-year colleges, drawn from the Integrated Postsecondary Education Data System (IPEDS), that were stratified by college enrollment size, public or private affiliation, and region of the country. Gallup then contacted each sampled college in an attempt to obtain a sample of their students. Thirty-two colleges agreed to participate. The participating colleges were University of California, Merced; Culver-Stockton College; Duke University; East Georgia State College; Georgia Institute of Technology; Green River College; Harrisburg University of Science and Technology; James Madison University; Keuka College; Kentucky State University; LaGrange College; University of Louisiana at Monroe; Lourdes University; Martin Luther College; Morehouse College; Minnesota State University Moorhead; University of North Alabama; University of North Carolina at Pembroke; Northwestern University; University of Oregon; University of the Ozarks; Pace University; Rocky Mountain College; Saint Francis University; The University of Scranton; Southeastern Baptist College; Southwest Minnesota State University; Spalding University; Tabor College; Texas Christian University; Trinity Baptist College; and Troy University. Gallup used random samples of 40 of each college’s student body, with one school providing a 32 sample, for its sample frame. The sample frame consisted of 54,806 college students from the 32 colleges. Gallup then emailed each sampled student to complete an Internet survey to confirm his or her eligibility for the study and to request a phone number where the student could be reached for a telephone interview. A total of 6,928 college students completed the Web survey, for a response rate of 13. Of these, 6,814 students were eligible and provided a working phone number. Telephone interviews were conducted Feb. 29-March 15, 2016. The response rate for the phone survey was 49 using the American Association for Public Opinion Research’s RR-III calculation. The combined response rate for the Web recruit and telephone surveys was 6. The college student sample was weighted to correct for unequal selection probability and nonresponse. It was also weighted to match the demographics of U.S. colleges on enrollment, public or private affiliation, and region of the country, based on statistics from the IPEDS database, to ensure the sample is nationally representative of U.S. college students. For results based on this sample of college students, the margin of sampling error is ±3 percentage points at the 95 confidence level. Copyright © 2016 Gallup, Inc. All rights reserved. 32 FREE EXPRESSION ON CAMPUS Results for the U.S. adult sample are based on telephone interviews with a random sample of 2,031 U.S. adults, aged 18 and older, living in all 50 U.S. states and the District of Columbia. Interviews were conducted March 5-8, 2016, as part of the Gallup Daily tracking survey, with interviews conducted in Spanish for respondents who are primarily Spanish-speaking. The sample of U.S. adults included a minimum quota of 60 cellphone respondents and 40 landline respondents, with additional minimum quotas by region. Landline and cellular telephone numbers were selected using random-digit-dial methods. Landline respondents were chosen at random within each household on the basis of which member has the next birthday. The response rate for the Gallup Daily tracking survey was 9. Samples were weighted to correct for unequal selection probability, nonresponse and double coverage of landline and cell users in the two sample frames. They were also weighted to match the national demographics of gender, age, race, Hispanic ethnicity, education, region, population density and phone status (cellphone only, landline only, both, and cellphone mostly). Demographic weighting targets were based on the March 2015 Current Population Survey figures for the aged 18 and older U.S. population. Phone status targets were based on the January-June 2015 National Health Interview Survey. Population density targets were based on the 2010 census. For results based on this sample of U.S. adults, the margin of sampling error is ±3 percentage points at the 95 confidence level. Results for the U.S. Muslim sample are based on telephone interviews with a random sample of 250 U.S. adults, aged 18 and older, who identified their religion as Muslim. All respondents had previously been interviewed for the Gallup Daily tracking survey in 2014 and 2015. Re-contact interviews were conducted March 4-10, 2016. The sample was weighted on region, gender and education to ensure it is representative of U.S. Muslims, based on Gallup Daily tracking estimates of the U.S. Muslim population. For results based on this sample of U.S. Muslims, the margin of sampling error is ±8 percentage points at the 95 confidence level. The response rate for the Muslim sample was 22. All reported margins of sampling error include the computed design effects for weighting. In addition to sampling error, question wording and practical difficulties in conducting surveys can introduce error or bias into the findings of public opinion polls. The full questionnaire, topline results, detailed crosstabulations and raw data may be obtained upon request.
43 -A key aspect of recent debate has been a perceived conflict between encouraging free expression and fostering a learning environment where students feel safe, respected and included. College students strongly believe that creating an open learning environment should take precedence over creating a positive learning environment that attempts to protect students from hearing offensive or biased speech. When asked to choose, 78 of college students believe colleges should strive to create an open learning environment that exposes students to all types of speech and viewpoints, even some that are biased or offensive toward certain groups of people. Just 22 believe colleges should create a positive learning environment for all students that would be achieved in part by prohibiting certain speech or the expression of views that are offensive or biased against certain groups of people. Large majorities of all college student subgroups say openness should take precedence, but certain student segments are more inclined to hold that view, including men, whites, Republicans and independents. Students at private (80) and public institutions (77) differ little in their preference for an open college environment.
44 -Contention 3- Censorship is inherently exclusionary
45 -Rosenberg 91, David Rosenberg, Racist Speech the First Amendment and Public Universities: Taking a Stand on Neutrality , 76 Cornell L. Rev. 549. (1991).
46 -http://scholarship.law.cornell.edu/clr/vol76/iss2/6
47 -Certainly, the presence of one-sided racist speech harms the goal of inclusion. But the underlying philosophy that compels the university to allow racist speech is one whose primary values are tolerance and inclusion. While the immediate message the outsider student receives is one of hate, the overall message is one in which he should take comfort: that he too has the opportunity to think and to say whatever he wants with absolutely no fear of official condemnation. The university’s value of inclusion is truly all-encompassing. Matsuda’s proposal, although it means to protect racism’s victims, is actually one of exclusion. Contrary to Matsuda’s assertion, allowing racist speech does not ultimately hinder the development of ethics. Even if we argue that racist speech has no discernible content, we cannot deny that it exists and that it will not disappear in the near future.212 When the Supreme Court in Sweezy argued that free speech must reign at universities in order to allow students to “gain new maturity and understanding,” 213 it had difficult questions of ethics in mind. To ignore the ethical problem of the existence of racism by suppressing its expression hides from the real problem.
48 -
49 -underview- it existed, util is bad, counterspeech good, presume aff, all analytic
EntryDate
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1 -2017-01-13 22:47:32.0
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1 -uh idk shes a FW judge
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1 -American Heritage KK
ParentRound
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1 -31
Round
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1 -1
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1 -North Crowley Reed Aff
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1 -4-Agonism AC
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1 -Sunvite
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1 -24
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1 -2016-12-16 22:18:16.0
1 +2016-12-16 22:17:15.359
OpenSource
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1 -https://hsld.debatecoaches.org/download/North+Crowley/Reed+Aff/North%20Crowley-Reed-Aff-Strake%20Jesuit-Round2.docx
Caselist.RoundClass[30]
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1 -25
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1 -2017-01-07 03:37:45.0
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1 -Courtney DeVore
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1 -Elkens MP
Round
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1 -1
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1 -SV NC
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1 -Winston Churchill
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1 -26
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1 -2017-01-13 22:46:00.0
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1 -uh idk shes a FW judge
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1 -American Heritage KK
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1 -hate speech NC slow round
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1 -Sunvite
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1 -2017-01-31 15:08:14.193
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1 -Southlake
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1 -Flomo

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