Letters.

Controlling Student Bodies

As somebody who's recently been on the front lines in the conflict over multiculturalism and indoctrination on college campuses, it pleased me to see Alan Charles Kors' "Thought Reform 101" (March 2000).

One of my first assignments on the student newspaper at Tulane this fall was to cover an "Undoing Racism" session by the People's Institute for Survival and Beyond. When I arrived I was told that I would have to be an active participant in the training if I wanted to be present at all. It seemed clear, by that point, that an objective story was not what they had in mind.

Journalistic integrity prevents me from giving my opinion, but I can share a few things that went on. Racism was defined as a concept separate from race prejudice, one in which whites supposedly oppressed everyone else whether or not their attitudes were actually racist. Race prejudice, and the concept of race itself, was defined as a specious and ignorant belief. A lecture on axiology, however, followed this.

When the discussion turned to solutions, I proposed making the goal of anti-racism to discard the concept of race altogether and recognize everybody as an individual. I was told by the facilitator that the goal should be, basically, to have an aesthetically pleasing color balance and "appreciate others' struggles," and that recognizing individuals is "crap" and something only whites want.

Bennett Kalafut

New Orleans, LA

Dr. Kors' article on this subject omitted one important piece of information: How loudly do those who conduct these courses speak? If it's so loud that the students can't sleep, then it may indeed be Orwellian. If not, well, is it all that big a deal?

I remember required courses of similar ilk when I was a freshman--different subjects, of course, but the same exploitation of a captive audience. Freshmen are the eternal captives. But unless they've changed from my day, their ear for arrant nonsense hasn't expired.

James T. Caprio

Englewood, FL

jcapjcap@aol.com

Colleges and universities would be better off spending the money now being used to hire the thought police to hold pizza parties or rock concerts or just about any free and open gathering where impressionable freshmen could meet each other, one on one, and explore for themselves the delight of diversity.

Robert J. Shedlarz

Navarre, OH

Although I understand and can appreciate Professor Alan Charles Kors' position, I disagree with his premise that working with students on diversity issues amounts to an invasion of liberty. Professor Kors named me as one of the "most celebrated facilitators at the moment" on what he calls "diversity education," and although he recognizes my intentions as good, he maintains that the effect of my work is "frightening, atavistic, and irrational," by means that are "deeply intrusive."

I have to say that Professor Kors has greatly misunderstood not only the purpose of "diversity education" but also the important need for it. My work is not about "training" individuals on issues of race. But is it about moral re-education? That depends. What if there were "diversity training" programs operating in Nazi Germany with a goal of "moral re-education" that had the effect of stopping the Holocaust? Would Professor Kors have supported such education...