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Robert P. George @McCormickProf
, 9 tweets, 1 min read Read on Twitter
1/ I'm as pro-life as they come. Yet I assign students an essay by a prominent colleague intelligently defending the morality of infanticide
2/ and even proposing a period of 28 days after birth for parents to decide the fate of their newborn baby. I present the author's arguments
3/ in the most positive light and engage them. I encourage my students to do the same, and not to simply condemn the author as a "nazi."
4/ I point out that either there are goid reasons for rejecting his arguments or there are not. If we cannot identify such reasons, we must
5/ consider seriously whether revulsion to infanticide is rooted in nothing more than sentiment. The article and discussion prompt students
6/ to *think*. That amazing thing called learning--education--happens. But am I wrong to expose my students to so appalling a view? Am I
7/ "giving a platform" to someone who advocates murder, or its moral permissibility? Should I instead denounce him as a "monster," a "nazi"?
8/ A classroom is, or should be, a little "ideas festival." Unsettling, even disturbing, ideas should be considered and engaged. The key
9/ thing is that business be conducted in the proper currency of intellectual discourse, consisting of reasons, evidence, and arguments.
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