On a campus often ranked among the nation’s most political liberal arts schools, it might not come as a surprise that professors interject political commentary into their lectures. However, a new report released by the American Council of Trustees and Alumni (ACTA) shows that this trend is hardly unique to Wesleyan, with 49 percent of students at the 50 top colleges in the United States saying professors often discuss political issues in class, even if they are seen as irrelevant to the lecture or discussion. Wesleyan was one of the schools surveyed.
According to a press release, the survey revealed that 48 percent of students thought their professors engaged in political discussions that did, in fact, seem “totally one-sided.” While the survey indicated that 29 percent of students questioned felt disagreeing with a professor’s political commentary could have a negative impact on their grade, some Wesleyan students were hesitant to go that far.
“My professors often make political commentary in class, and since I usually more or less agree with them it doesn’t bother me that much,” said Sarah Farnsworth ’07. “I’ve never felt that my disagreeing with them would affect my grade, but I would feel uncomfortable getting into a political argument with them in class.”
Some professors at Wesleyan, including visiting instructor in English Charles Baraw, acknowledge that they do bring political commentary into the classroom.
“First, as directly related to the works under study. Second, as clearly identified opinion. As an English teacher, my subject is critical thinking and writing and the study of literary works that almost always engage and provoke political discussions,” Baraw said.
Students agree that political discussions can be used to enrich course material at times. Lyuba Azbel ’08 is one such student.
“In my Russian history class, current events were often related to what was being discussed in terms of Russia’s imperial tendencies,” she said. “I found that discussing the current political situation helped put Russian history into perspective for me.”
However, Azbel thought political commentary might be less productive in other classes. “It certainly depends on the situation and the relevance to the topic discussed,” she said. “As in my case, the political discussion was helpful. I could see how it could be irrelevant in other cases.”
Some professors argue that they do try to keep students from feeling attacked by any political commentary.
“I talk to students with different beliefs outside of class and try to convey my respect for their difference of opinion—and always show respect for their intelligence,” Baraw said.
Anne Neal, the president of ACTA, is concerned that professors’ commentary might have a detrimental effect on students.
“The ACTA survey clearly shows that faculty are injecting politics into the classroom in ways that students believe infringe upon their freedom to learn,” she said in a statement in the organization’s press release.
However, some students at Wesleyan say they think professors are actually aiding in their learning by engaging in such commentary.
“I think the professor ought to offer further insight, perhaps on both sides of these political discussions. It is their job to open their students’ minds to all sides of a controversial issue,” said Grace Bueti ’08.
Bueti was quick to add that professors should do their best to put comments in perspective.
“I don’t think it is a negative thing for them to comment on politics in class, as long as they make it very clear that their comments are purely subjective, and only one side of an issue,” she said.
For more information on the ACTA survey, visit http://www.goacta.org/press/Press%20Releases/11-30-04PR.htm.
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