Suggested Syllabus Language for Courses that Include Controversial Topics

Our subject matter can at times be divisive / challenging, and some of our course readings and discussion topics may even offend and provoke. We will approach the material as an important, if often difficult and uncomfortable, part of ___define subject area / discipline here __, and to engage with these materials actively, thoughtfully, and in the context of generous, open-minded discussion. Our course includes multiple troubling topics, including __insert topics here__. Please speak with us if the material under discussion or our in-class discussions cause concern, or if you find certain materials particularly troubling. Remember that we are more than our ideas. We can disagree with an idea while still respecting the people who articulated the idea. To foster the sort of open exchange of ideas that is at the heart of academic debate, we must assume that we all approach the learning space with good intentions. Let’s start by giving each other the benefit of the doubt, while questioning the validity of ideas, rather than the people voicing them. 

This course’s approach to classroom discussions and course subject matter embraces the College’s stance on “intellectual vitality,” which is defined by “a spirit of open and rigorous inquiry.” The learning process means that our ideas will change over time. In order to learn, it is essential for us to cultivate openness towards ideas that are different from our own – and to remain curious about how our own ideas might shift and change in response to discussions with other members of the course community. [Optional addition for divisive course material, if applicable to your course: Our subject matter can be divisive, and some of our course readings and discussion topics may even offend and provoke. We ask you to approach all course material as an important, if sometimes difficult and uncomfortable, part of ___define subject area / discipline here __, and to engage in reading and class discussion with curiosity, humility, and open-mindedness.] Respect is essential, but ultimately we want to do more than just respect others’ ideas; we want to engage with them and learn from them, even and especially when they are different from our own. The only way we can do so is by assuming we all approach the learning space with good intentions. Let’s start by giving each other the benefit of the doubt, while questioning the validity of ideas, rather than the people voicing them. 

We view the classroom as a neutral forum, open to diverse viewpoints, within the constraints of disciplinary norms and within the context of academic freedom. However, no space – including a traditional classroom – is inherently neutral. Instead, it is incumbent upon all members of the classroom community to work actively and collaboratively towards the creation of a classroom that embraces and accommodates all ideas and viewpoints within the bounds of academic norms. 

In order to foster the conditions necessary for open dialogue in the classroom, it is essential that all members of the course feel secure in the knowledge that their words will not be taken out of context and broadcast to a wider audience. Any statement made in class that is subsequently reported to the world outside of class risks being taken out of context, since anyone hearing that statement who is not enrolled in the class will not have full knowledge of course materials and discussions. In order to explore uncomfortable ideas and in order to participate in difficult discussions, we need to ensure that our classroom is safe from the threat of shaming, doxxing, or any other form of individual reprisal outside of class. If you disagree with a classmate, it is best to say so respectfully and charitably to their face, not behind their back. To this end, we all agree that, while are free to discuss the content of course discussions outside of class, we agree to refrain from identifying the speaker. The objective of this rule is to support the robust discussion of ideas inside the classroom without holding individuals responsible to the world outside of our classroom community for their statements in class. Furthermore, unauthorized recording of any portion of class is prohibited by the College (Student Handbook, p. 57), with violations punishable by the Ad Board. Recording without prior consent is also illegal in Massachusetts. 

In order to foster the conditions for open dialogue in the classroom, it is essential that all members of the course feel secure in the knowledge that their words will not be taken out of context and broadcast to a wider audience. Any statement made in class that is subsequently reported to the world outside of class risks being taken out of context, since anyone hearing that statement who is not enrolled in the class will not have full knowledge of course materials and discussions. In order to explore uncomfortable ideas and in order to participate in difficult discussions, we need to ensure our classroom is safe from the threat of shaming, doxxing, or any other form of individual reprisal outside of class. If you disagree with a classmate, it is best to say so respectfully and charitably to their face, not behind their back.  To this end, please remember that unauthorized recording of any portion of class is prohibited by the College (Student Handbook, p. 57), with violations punishable by the Ad Board. Recording without prior consent is also illegal in Massachusetts.