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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Susan T. Gardner
Daniel J. Anderson
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DOI:10.17265/2159-5313/2025.02.002
Capilano University, North Vancouver, Canada
VIP4C, Vancouver, Canada
Although “civil discourse” amongst multiple individuals with diverse viewpoints is necessary to move toward truth, to maintain democratic buoyancy, and to get the most accurate read on how best to move forward toward our collective good, civil discourse is nonetheless under catastrophic threat by contemporary forces that include the sloppy use of the term “hate speech”; the “libelling by labeling” (aka “cancelling”) in the public square of social media; technologically powered disinformation campaigns; and the growth of “safetyism” in academia. In light of these threats, the goal must be to convince educators, particularly philosophical educators, of the need to adopt a whole new focus in education, namely one that puts a spotlight on the fact that the utilization of the freedom of speech to destroy the freedom of speech of others utterly undermines the positive value of freedom of speech. In order to motivate individuals to turn their back on the dopamine rush of shutting someone down, educators must also spend a great deal of time showcasing the merits of “civil discourse” by providing young people with extensive experience in engaging in facilitated “civil discourse” (aka Communities of Philosophical Inquiry) so that its value can be woven into a personal commitment.
civil discourse, freedom of speech, Communities of Philosophical Inquiry, hate speech, cancelling, disinformation, safetyism
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