The topic of sensitivity in the classroom is a growing discussion within the American collegiate dialogue. When designing a course curriculum, professors are expected to keep the best interest of their students in mind. The question has become centered on what way a professor is best serving their students — by presenting them with challenging and potentially upsetting material or catering to the sensitivities of the students?

In many colleges around the country, this discussion is taking the form of a debate. It’s asking what words, phrases or topics students deem inappropriate to discuss within the walls of an institution. In a recent article in The Atlantic, Greg Lukianoff and Jonathan Haidt discussed the dangers of catering to student demands when it came to establishing what should be taught in academia. The piece argues that shirking these subjects instead of confronting them head-on means that students do not receive the same quality of education from institutions of higher learning.

At NC State, it seems the issue of sensitivity has not worked its way into the classroom, but professors are still preparing themselves. David Zonderman, a history professor and a member of the Faculty Senate, said that while no incident has come up yet, some professors have begun a dialogue within as how to deal with the possibility of students requesting a removal of certain course topics.

When asked what his response would be to a student requesting a change in course material out of concern for the effect the content, Zonderman said he was in support of academic freedom in the classroom, and it was up to professors to decide what was appropriate to teach in their classrooms so long as it pertained directly to the course.

“If I know a faculty member is belittling students, then obviously we would need to take action against that,” Zonderman said.

Zonderman said students can sometimes misconstrue academic challenge and pressure for some form of antagonism on the part of the professor.

“It often is the case that a student reads into challenge in the classroom as hostile,” Zonderman said.

Zonderman said that he believed some of the more difficult topics presented in the classroom often promote the most personal growth, and he would take a student’s issues with a subject matter seriously, but would not feel comfortable giving out an alternate, less offensive assignment.

“If a student came to me with a personal issue with a topic, I’d like to think I’d treat them respectfully,” Zonderman said. “I would try to get them to cope with the material in a healthy way.” 

Zonderman also spoke about Jerry Hough, the Duke professor who came under fire after he posted racially insensitive comments on an editorial board on The New York Times’ website. 

“It’s my understanding that he made the statements in question outside of his professional life,” Zonderman said. “As long as what he said wasn’t in the classroom then he’s protected by his first amendment rights. He should absolutely be criticized by his peers and the public but not face discipline for that event back at his university.”

Promoting an atmosphere of respect and sensitivity is important to NC Sate, and to continue to foster that atmosphere, Steven Greene, associate professor of political science, mentors graduate student teachers on how to conduct themselves in their classrooms. Greene said that while he has not run into an incident yet, he does tell student teachers to be respectful of all students in a class.

“As long as the classroom atmosphere is one that emphasizes respect, we avoid problems,” Green said.

Some universities have adopted policies where a student can request a new assignment if a topic caused them some form of emotional distress. Green said that he would be skeptical of students requesting a change of assignment based on personal sensitivity.

“I’ve yet to see that assignment in any of our classes that presented a conflict with personal beliefs,” Green said. “In fact, I think it is great practice for students to write about issues that they really feel strongly about, but to be able to do so in a more analytic, and dispassionate way.”

Green said that he would be open to discuss a possible change in assignment with a student one-on-one to see if it was appropriate. 

Part of a professor’s duty is to challenge students to better themselves, and this can mean introducing ideas and fields of thought that could clash with his or her personal opinions and beliefs.

Stephen Puryear, a philosophy professor, said that in his courses, a student’s religious beliefs can be the most sensitive issue that he faces in his classroom. 

“Students typically keep an open mind coming into these courses, so I haven’t run into any major problems just yet,” Puryear said

Puryear said if he had to avoid certain discussions to cater to student sensitivities, the course would not have the same value for students.

“It would be very difficult to teach the course material under constraints,” Puryear said. “I believe these topics can be discussed in a way that doesn’t upset people.”

Puryear said he usually presents his courses in a way that balances out controversial thinking with the more traditional.

“Obviously we have to be respectful and sensitive,” Puryear said. “If a course didn’t have a built-in balance then I would look to add some.”

With artistic expression, it can be tough to draw a line and establish what is and isn’t appropriate. This struggle is consistently present than in the classroom. Thomas Lisk, an English professor with an interest in poetry said he does not alter the content of his courses in favor of sensitivity. In fact, he embraces the challenging subjects and believes that tackling and dealing with them in an effective way is an important part of the collegiate experience.

“To not take up a subject seems to be a slippery slope in this case,” Lisk said.

Lisk said that he brings up some sensitive material for the purpose of challenging students’ intellectual boundaries. He discusses a poem by Amiri Baraka called “A Poem for Black Hearts” that delves into issues of race relations in America in an unrelenting style. The poem builds upon the racial tensions in America and the need for change, culminating in the author stating that if the movement for equality failed then they deserve that “white men call us faggots till the end of the earth.” Lisk believes that censoring this piece and not discussing it in an intellectual atmosphere would do more harm than good. 

“These things don’t go away just because we don’t talk about them,” Lisk said. “I think this discussion of political correctness reminds us that we need to bring up the stuff that needs discussing.”