If books and other media are thought to be connected with terrorism, yet the government does not release a list of such material or inform individuals that they are under suspicion, can students truly feel free to learn, even at a university?  Is a free flow of ideas truly possible in a place where only certain ideas are allowed?  Is freedom of speech even relevant in a society where expression of certain thoughts or viewpoints is prohibited

Cockrell, Marcy

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My right to learn

DOCS@RWU

Reason and RespectVolume 1Issue 2 Fall 2005 Article 91-31-2008My right to learnMarcy CockrellRoger Williams UniversityFollow this and additional works at: http://docs.rwu.edu/rrCopyright ©1-31-2008 by the authorsReason and Respect is produced by The Berkeley Electronic Press (bepress).For more information, please contact mwu@rwu.edu.Recommended CitationCockrell, Marcy (2005) "My right to learn," Reason and Respect: Vol. 1: Iss. 2, Article 9.Available at: http://docs.rwu.edu/rr/vol1/iss2/9RESPECTMy Right to LearnMarcy Cockrell, Marine Biology '08As a student living in a rapidly changing world full of new, exciting, creative, and often controversial ideas, Ilook to my university-to administration, faculty, and fellow classmates-as a source of inspitation and as anoutlet to express my own ideas and creativity. In expressing my thoughts and opinions, I have grown to relyon the ptactice of civil discourse, that is, the free flow and exchange of diverse ideas and opinions in a respect-ful setting conducive to intellectual discussion, interpretation, and change. After a year of studying at RogerWilliams University, where a free exchange of ideas is one of the university's hallmarks, I understand all themore why civil discourse is an essential element in any education.Recently, while attending the university's Civil Discourse Distinguished Lecture Seties, I listened tothe highly revered, outspoken author Salman Rushdie discuss the topics of censorship, democracy, and civildiscourse. Stitching each issue together, Rushdie made the point that censorship of specific authors, books,and other publications is the first srep in destroying creativity and a free society. Rushdie noted that theUnited States' Patriot Act, which grants the American government newly acquired powers, limits free expres-sion as well as the sharing of thoughts, values, and cultures from minds around the world. Rushdie went onfurther to say that in a democracy where free speech is permitted, people are bound to become insulted simplybecause others have different opinions and ideas. Yet open discourse, Rushdie said, is essential to a free society.America is viewed as a free society.At the very least, American citizens believe that America is a freesociety. But how can a society ttuly say it is freewhen the basic rights of its people are being violated? How can afree society come about when "insulting" ideas are not allowed?When civil discourse and a free exchange of ideasare not permitted? When censorship sometimes becomes too much? These vety questions surround the PatriotAct and its various provisions. In a country whose people cherish free speech, civil discourse, and the exchange ofideas, the Patriot Act limits, and in some caseshalts, the production of all three.As an American-an American who values her First Amendment guarantee to freedom of speech-Ifirmly believe that the Patriot Act has serious implications for my country. More specifically, I believe that thePatriot Act has serious implications for students and the academic community.Not all aspects of the Pattiot Act limit the freedoms of the American people. The section that garnersthe most debate and concern is Section 215, providing the government with the power to access privaterecords from banks and other financial institutions, schools, universities, libraries, and bookstores. Thegovernment has the power to do this without prior consent, without a warrant, and with the authority toprosecure any record holder who reveals that records have been turned over (Herman). As a result, Section215 limits the ability of people to access certain information, thus hindering creative and learning processes.Not only because I am an American, but also because I'm a student, the Parriot Act has struck me asintrusive and in violation of basic, personal freedoms. Freedoms guaranteed to every citizen by the AmericanConstitution-freedom of speech and the right to justified search and seizure-are being violated under thePatriot Act. Freedom to express myself and my freedom to learn have been cur shorr. While the governmentwon't be knocking on my door if! make a comment in a classroom setting, what if! were to publish a paper?Hypothetically, if I were to publish a paper on a topic considered "suspicious" by the government, and then, ifhaving looked at the paper online or in a library, another student were to reference the paper for research oreven read it for pleasure, the government could target that student for engaging in suspicious activities. In thiscase, not only does the Patriot Act violate freedom of speech-the right to write on whatever topic I choose-but it is also violates the freedom to learn. The freedom to learn becomes an issue for several reasons. One,under Section 215 of the Patriot Act, a student could be deemed criminal for reading my "controversial"research. Two, in order to do the original research and avoid prosecution, I would have to use referencesconsidered to be "trustworthy" and "unsuspicious." Three, there is a possibility that the original sources Iwould need to write my paper could have already been prohibited for use, and what knowledge I could havegained from my research would be lost. In other words, having access to personal library records, the govern-ment could question, and even detain any student simply for trying to learn. Ifbooks and other media arethought to be connected with terrorism, yet the government does not release a Listof such material or inform1Cockrell: My right to learnPublished by DOCS@RWU, 2005individuals that they are under suspicion, can smdents truly feel free ro learn, even at a university? Is a freeflow of ideas truly possible in a place where only certain ideas are allowed? Is freedom of speech even relevantin a society where expression of cenain thoughts or viewpoints is prohibited?There are a number of organizations also asking these questions. For instance, the American LibraryAssociation states, "Intellectual Freedom is the right of every individual to both seek and receive informationfrom all points of view without restriction. It provides for free access ro all expressions of ideas through whichany and all sides of a question, cause or movement may be explored. Intellectual freedom encompasses thefreedom ro hold, receive and disseminate ideas." If intellectual freedom is restricted, then it follows that thefreedom ro be intellectual is impossible. This idea is further supported by the actions of organizations such asPEN America, an association of writers who work to actively defend free expression. PEN America firmlydenounces the Patriot Act and its inherent ability to strip away freedom of expression. According ro the PENAmerica Core Freedoms Campaign Statement, "Aspects of post-9111 security measures, and the ways thesemeasures have been applied, threaten free expression, harm democracy, and put us on the wrong side ofinternational laws we have long promoted." As Rushdie said, a truly free society cannot be formed in theabsence of free expression. The American Civil Liberties Union (ACLU) has also taken action against thePatriot Act and its various provisions. In attempts ro "vindicate the public's right to information aboutgovernment activity, the ACLU and other public interesr organizations filed two requests under the FreedomofInformation Act (FOIA) seeking records relating ro the Justice Department's implementation and use of theUSA Patriot Act" (FOIA). The ACLU views the Patriot Act as a threat ro "the very rights and freedoms thatwe are struggling to protect" (USA). Known for activism of all kinds, the ACLU supports the basic rights ofall Americans and fights to protect anyone whose rights are threatened.The concerns Rushdie voiced in his lecture should speak to every student and faculty member atRoger Williams University. Restricted ideas and stifled creativity are in rotal opposition to what is desired atany university. In fact, they are in complete opposition to what is desired by students. As a student, I needaccess to various sources of information, to different viewpoints, to opposing opinions and ways of life. Accessto information in all media forms, spanning all ropics is the only way that a student can learn and grow into alearned scholar and person of the world. Bridging the world-connecting all people-requires a readilyaccessible database of information and untestricted access to the ideas and opinions of others, no matter howcontroversial or dangerous those ideas and opinions may seem."Core Freedoms Campaign Statement." PEN America. Campaign for Core Freedoms. 4 May 2005. http://www.pen.org/page.php/prmID/293.Herman, Susan. "Against: Legislating Against Terrorism: The USA Patriot Act by Susan Herman." LoyolaJournal o/Civil Discourse. Loyola Society of Civic Engagement. 27 Ocrober 2004.20 April 2005.http://www.loyno.edu/civildiscourse/journal.php?action=anicle view&ropic id=4&article id=5."Patriot FOIA." American Civil Liberties Union. ACLU Foundation. 4 May 2005. http://www.aclu.org/SafeandFree/SafeandFree.cfm?ID= 15327 &c=262."USA PATRIOT Acr." American Civil Liberties Union. ACLU Foundation. 4 May 2005. http://www.aclu.org/SafeandFree/SafeandFree.cfm?ID= 12126&c=207.2Reason and Respect, Vol. 1 [2005], Iss. 2, Art. 9http://docs.rwu.edu/rr/vol1/iss2/9

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