Open-mindedness, Civility, and Our National Crisis

During the last month turmoil around the nation has been dizzying. From Officer Derek Chauvin’s hideous killing of George Floyd to the wave of protests and riots which followed to BLM’s calls for defunding the police to the CHAZ/CHOP protest occupation of downtown Seattle to a rash of firings and public shaming of college professors and other professionals who have critiqued some of BLM’s tactics. More recently, Atlanta police officer Garrett Rolfe has been charged in the murder of Rayshard Brooks, and protesters have begun to topple statues and monuments all around the country.

While these events seem to highlight a deepening rift in our nation, one thing about which nearly all Americans agree regarding all of this is that Officer Chauvin’s killing of Floyd was a horrific act which warrants severe punishment. And we should all agree that racism in this country has been and remains a serious problem. But there is disagreement over whether Chauvin’s act was racially motivated or a manifestation of systemic racism, whether Chauvin should be charged with manslaughter or second-degree murder, whether this heinous act is symptomatic of widespread police corruption in the U.S., whether such corruption warrants a fundamental restructuring of law enforcement, whether there is Edward Colston statue toppled in Bristolany merit to the Black Lives Matter call for defunding the police, whether the Black Lives Matter protest tactics are morally legitimate, whether local law enforcement responses to the protests and riots have been appropriate, whether Officer Rolfe’s killing of Brooks was justified, and whether Rolfe should be charged with murder. It is tragic that despite the gravity of these questions, cool-headed, rational discussions have been rare over the last several weeks. Many insist that high-pitched emotions are understandable and appropriate, given the issues at stake. While this may be true, none of us should allow our emotions to cloud our judgment or prevent us from a rational appraisal of evidence and coming to logical conclusions about these issues. Allowing feelings to reign over reason can only lead toward more division and turmoil as many of the residents of cities impacted by the rioters can attest.

Oxford University ethicist Neil Levy has observed that “part of the reason that controversial moral and political questions are controversial is that there is something to be said on each side.” Levy says that a belief is controversial when “conflicting beliefs are held by a significant number of relevantly well-informed, intelligent, and rational people over an extended period of time” (from Open-Mindedness and the Duty to Gather Evidence, Public Affairs Quarterly, p. 56). It is interesting to note that while everyone will readily admit that the above noted issues are controversial, many people will refuse to admit that there is, as Levy says, “something to be said on each side”—and by this I suppose Levy means that there is something reasonable to be said on each side which should be acknowledged and respected by those who disagree. There are, after all, intelligent and well-informed people on all sides of the current debates over racism and law enforcement in the U.S. So why are we seeing so much hysteria and so little respect between people who disagree on these issues?

In recent years I have published several articles and book chapters on open-mindedness and am currently working on a book on the subject. Most people believe, as I do, that open-mindedness is an intellectual virtue. It is a trait which, as virtue epistemologist Jason Baehr would say, involves a willingness to transcend one’s default cognitive standpoint on an issue. This means that the open-minded person is willing to consider that her view on an issue might be false and to seriously entertain evidence which contradicts her perspective. Open-mindedness seems especially appropriate when it comes to controversial issues, for the reasons that Levy notes: whatever view you hold—on say, the nature of racism in America and how it should be addressed—there are well-informed, intelligent people who disagree with you. So, as difficult as it is, you have an intellectual duty to listen carefully, respond patiently, and proceed respectfully as you engage the debate. To do otherwise is uncivil and does little to advance dialogue and productive work toward solutions. If we are going to remain (or return to being) a rational and civil culture, we absolutely must conduct ourselves with at least a modicum of intellectual virtue, especially open-mindedness.

I have despaired at the level of dogmatism and foreclosure when it comes to many of the above noted issues. This is especially dismaying when I consider how many important moral and epistemic questions are being ignored or particular answers to them are being taken for granted (despite the fact that intelligent, well-informed people would demur at those assumptions). Here are just some of those questions. As you read each one, ask yourself: How would I answer that question? And what are my evidence-based reasons for my answer?

  • What is the primary carrier of human sin? Is it systems and institutions or is it individual human hearts?
  • What exactly is “systemic racism”? What are the criteria for ascertaining when a system or institutional structure is racist? Are these criteria statistical? If so, then what are they? If not, then what is the nature of these criteria? In any case, how are they established?
  • Given one’s view on whether the sin of racism is fundamentally rooted in individual human hearts or institutional systems, how does this impact our approach to addressing this sin? In either case, what are the prospects for fully eradicating racist sin from society?

These are just some of the more foundational questions which are being widely overlooked, ignored, or only dogmatically addressed. There are many other questions that are not as foundational but still very important, such as these: Why is it no longer acceptable to question or critique some of the tactics and precepts of the Black Lives Matter organization, even if one emphatically affirms, as we all should, the understatement that black lives matter? Since many college professors and other professionals are being fired for critiquing BLM, how might this affect our national conversation about racial issues? Is the firing of people for raising critical points about BLM likely to make people more or less sympathetic with the BLM cause? Also, what criteria should be used to evaluate the continued display of historical statues and monuments? And how can we balance historical relevance with a desire to atone for past injustices?

Again, these are just some important questions. No doubt other questions come to your mind, perhaps even questions about why I list the questions that I do. That’s fine. The point is that we need to address these and other vital questions in a rational, evidence-based, and open-minded way. Such is essential to the maintenance of a civil society.

In closing, it is fitting to recall the standard set by Martin Luther King, Jr., who consistently demonstrated an evidence-based, rational, and civil approach. It is also noteworthy that he grounded his civil rights work methodology in the biblical themes of imago Dei, unconditional love, and non-violent resistance. (See my recent article on the subject here.) Why are these ideals not prevailing during our current unrest? What would it take for these values to take root (again) in our society? Without these values becoming preeminent today is there any real hope for pervasive racial justice and reconciliation in this country? These, too, are challenging and controversial questions, and they are more urgent than ever.

Viewpoint Diversity and the Academy

Generally speaking, we all value—or ought to value—diversity.  Be it ethnic, racial, cultural, linguistic, aesthetic, methodological, culinary, or human developmental (i.e., age), we know—or should know—that human diversity is a good thing for a community and a good thing for us as individuals to experience.  On this much, hopefully, we can agree.  And it is appropriate for any school, business, or organization to cherish and pursue diversity.  But why this is a reasonable value is seldom explained or defended.  What is it exactly that makes diversity a human good?  Why, in particular, is diversity a valuable thing at a university?  And why is this especially true for a Christian university?

As cognitive creatures, humans are inherently doxastic beings, naturally forming beliefs all day every day about all sorts of things.  And for beliefs to be rational they must be adequately informed.  Humans are also social animals, as Aristotle famously noted.  Human societies are inherently plural, so our operation within communal atmospheres is fundamental to our existence.  As doxastic social beings, then, we rely on others within our communities to instruct, challenge, and correct us as we form beliefs about a whole range of subjects.  And if all members within a given community believe the same things about all issues, then there may be instruction, but there won’t be challenges or corrections to our beliefs.  Given that all of us hold some false beliefs that need correction, a lack of doxastic plurality would leave us with little hope for escape from the grip of these falsehoods.  Any further enlightenment would be limited by the confines of the already agreed upon set of beliefs that everyone in our midst already affirms.

If this is true for any community, then it is especially the case in an academic community. Diversity of views is inherent to the original and on-going purpose of the university, as a place where many different perspectives and belief commitments co-exist and integrate in creative, cooperative, and innovative ways.  Of course, it is not enough to have the “versity” without the “uni” of “university.”  Something must unify us in the midst of the plurality of perspectives and convictions.  And this is what distinguishes the Christian university, which regards Christ as the star of the academic solar system.  As the Apostle Paul says, “in Christ all things were created: things in heaven and on earth, visible and invisible, whether thrones or powers or rulers or authorities; all things have been created through him and for him.  He is before all things, and in him all things hold together.”  So in the Christian university, Christ is the hub and focal point of everything we learn, teach, and practically implement.  At least that is our goal, even if we constantly fall short of attaining this ideal.  This conviction is rooted even in the creative order itself.  God is the maker of all things, and the universe is inherently diverse, so if we are to properly worship and understand God, we must appreciate the diversity within his creation.  So the good of diversity for the Christian university is grounded both in Christology and divine creation.

But notice that this diversity good is essentially doxastic—it has to do with the variety of beliefs, viewpoints, and perspectives.  Yet when diversity is promoted and celebrated in academic communities these days, it is not the first thing many people think of.  Rather, we often think of racial or gender diversity (and, perhaps, to a lesser extent, diversity of age or physical ability).  This is not to say that these forms of diversity are not themselves valuable, but these biological differences have no communal value in themselves any more than other biological factors, such as eye color, height, or the shape of one’s bicuspids.  We properly value racial and gender diversity only because they are somewhat reliable indicators of the deeper essential value of viewpoint diversity.  But they are not infallible indicators of diverse perspectives.  Biological diversity (plurality of races, genders, etc.) does not guarantee viewpoint diversity.  Nor does the lack of such diversity within an academic community guarantee a lack of viewpoint diversity.

So is the current obsession with biological diversity in the American academy misguided?  To the extent that it ignores or fails to appreciate the deeper value of viewpoint diversity, I think it is.  After all, if the end in view is plurality of perspectives, then racial and gender diversity are, as just noted, not infallible indicators of the achievement of that end.  Of course, one might point out that biological diversity within a community is important for another reason, specifically as an indicator of fair hiring procedures.  But, important as that is, it is a separate issue.  And here, too, biological diversity or the lack thereof is not by itself an infallible indicator of fairness in hiring or the lack thereof.

So, again, diversity of biological attributes such as race and gender within an academic community is valuable, but only secondarily or derivatively.  My contention is that they are not valuable in themselves but valuable because of a deeper good, namely viewpoint diversity, the plurality of perspectives which is so crucial to the advancement and enhancement of learning, which of course is the ultimate good of any academic community.