https://www.wsj.com/articles/a-challenger-of-the-woke-company-policy-11594405846?mod=opinion_lead_pos6
“There are, Mr. Loury stresses, many aspects of American life “in which race will assert itself. And I want not to seem to be failing to acknowledge that.” There is certainly some discrimination in policing and the courts, he says. “But it can explain maybe 15% or 20% of the gap between black and white incarceration rates, not the whole thing.” Most of the difference, he insists, turns on the behavior of people.“If you want to call that racism, then you’re calling everything racism.”
Next spring Glenn Loury will teach a new course on freedom of expression to students at Brown University, where he’s a professor of economics. “We’ll read Plato, Socrates, Milton, John Stuart Mill, George Orwell and Allan Bloom, ” he says, stressing that Bloom’s best-known work, “The Closing of the American Mind: How Higher Education Has Failed Democracy and Impoverished the Souls of Today’s Students,” is as relevant as it was when published in 1987.
Mr. Loury is thinking about adding “the Paxson letter” to his syllabus, so that his students might critique it. That June 1 missive to “the Brown Community” from Christina H. Paxson, Brown’s president, asserted that “oppression, as well as prejudice, outright bigotry and hate, directly and personally affect the lives of millions of people in this nation every minute and every hour.” It committed the university to “programming, courses, and research opportunities” that promote “equity and justice.”
Mr. Loury scorns the letter as Ms. Paxson’s “company policy” and “the Black Lives Matter view of the world reflected from the Brown University college president’s office.” On June 5, he published a rebuttal in City Journal. Ms. Paxson’s letter was signed “by everybody,” from deans to the general counsel and even the investment manager for Brown’s $4.2 billion endowment, Mr. Loury tells me by Zoom from his home in Providence, R.I. “That made it an official policy,” he says. “I don’t think universities should have official policies about contentious political issues.”
If they do—“if we foreclose debate over contentious issues by declaring that there’s only one way for a decent person at this university to think about them”—“how can we fulfill our mission of teaching our students to think critically?” Scholarly inquiry ought to consist of an exploration of the evidence, the “moral commitments,” the political issues and the historical context. The Paxson letter makes these “hard questions” more perilous to ask.
