The Volokh Conspiracy
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Two David Bernsteins on Free Speech and Antisemitism
My friend David L. Bernstein, author of the all-too-prescient Woke Antisemitism, and I have a new article about to be published in the Harvard Journal of Law & Public Policy's online forum Per Curiam, "Supporting Free Speech and Countering Antisemitism on American College Campuses." David L. is not an attorney, and the piece is a bit different from standard law review fare.
While we cite relevant caselaw, the article is primarily an attempt to answer this question: "You believe in freedom of speech. You also think that Jewish university students should be protected from discrimination. What should you advocate universities do about campus antisemitism in the post-10/7 climate?"
It turns out that our perspective is broadly consistent with the state of First Amendment and Title VI law. To the extent it isn't or it's unclear, we believe the law should move in the direction we advocate, but absent legal constraints universities should pursue the relevant policies regardless. I will probably blog a few excerpts over the next week.
Here is the abstract:
This article addresses what university leaders should do about the surge of antisemitism on American college campuses following Hamas's October 7, 2023 atrocities from the perspective of committed free speech liberals—who both happen to be named David Bernstein—who also wish to protect the civil rights of Jewish students.
The authors first note that many antisemitic incidents on campus have involved vandalism, assault, and disruptive and illegal protests (e.g., building occupations and illicit encampments) and other acts that violate content-neutral regulations. While the perpetrators of these acts have often defended themselves as engaging in freedom of expression, these acts can and should be punished without infringing free speech.
Similarly, while faculty should be free to advocate anti-Israel positions, even extremist ones, universities must draw the line when such advocacy turns into discrimination against individuals with ties to Israel or with "Zionist" political positions, or when a professor participates in the BDS movement's boycott guidelines in ways that conflict with university policy or the law.
The article also tackles "harder" cases, where offensive speech, such as pro-Hamas chants and extremist anti-Zionist rhetoric, tests the limits of free expression. The authors argue that universities should protect such speech, in part because of liberal principle, and in part because of the pragmatic judgment that in long-run Jews thrive where liberalism, including free speech liberalism, thrives.
On the other hand, universities may not enforce double standards in speech regulation, exemplified by Harvard and the University of Pennsylvania's tolerance of antisemitic rhetoric while punishing other offensive speech. The authors agree that the proper solution to such double standards is to protect speech across-the-board, though they disagree on the proper strategy with regard to universities that insist on enforcing double standards.
The article concludes that universities must consistently apply content-neutral rules, maintain institutional neutrality, and protect both free speech and nondiscrimination to create an environment where Jewish students and others can thrive. By disentangling speech from unlawful conduct and addressing administrative hypocrisy, the authors offer a nuanced liberal framework for resolving these campus challenges.
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Does this new disciplinary policy apply to all encampments, or just anti-Israel ones? Because sit-ins, encampments, erection of shanties etc. have a long history, especially but not limited to universities, and the usual policy of those in authority is to let them persist for a while until passions cool. Consider for example Occupy Wall Street or the Bundys. Or the anti-apartheid protests of my youth.
Has "let them persist until passions cool" ever worked? I ask because I can't think of a single example where it has. That is, did passions actually ever cool among the people doing the sitting or occupying and they just went home?
My interpretation of the delay has generally been "let them persist until we can work up the courage (or suffer enough external pressure) to do our damned jobs". Appeasement does have a long history but it's hardly a positive one.
Of course it worked. You don't see college kids in tents in the quad Occupying Wall Street these days. I can't even remember what they were camping in the plaza about in my college days, other than the Iraq war, but it was generally something every years or two, and those somethings came and went.
Those camps are tolerated to the extent they don't actually impede meaningful work.
As a Columbia student with a class that met in Hamilton Hall, right on the quad where the pro-Palestine encampment was located, I can assure everyone that the work of our class was not impaired, nor was the work of students in Butler Library on the other side of the quad. Crossing the lawn containing the encampment was impaired, but the university closes that lawn in heavy rains anyway, so it's hard to argue that access is essential to the work of the university.
Those people didn't simply go away on their own. The Occupy Wall Street "kids" were forcibly removed. Granted, it took 59 days but that was time more for opposition to harden than for the occupiers' "passions to cool".
Can't speak to the kids in your college plaza without more details.
At plenty of schools they did go away on their own though.
It never works and the line from there to Kent State is straight.
https://pbs.twimg.com/media/FvR9R65WYAIrZuS.jpg
It's the prerogative of an administration to be patient when the administration is the target.
Less so when students are being targeted.
What about police? Or apartheid? Or the war in Iraq? Or the election of Trump?
If you have kids and say , If you don't clean your room, no ice cream -- and you do give them ice cream 2-3 times when they don't clean their room....years later you've got them in school encampments because school said 'let them persist' 2-3 times
Say "clean your room" or "no encampments' and act on it. PERIOD
"Or the anti-apartheid protests of my youth."
Did those protests block access to libraries and classes? Or did they bar passage to whites and only allow blacks to pass?
If my memory serves, the answer to those questions are No and No.
I would describe the anti-apartheid protests on Beinecke Plaza (in New Haven) and on the southwest lawn (in Morningside Heights) as about equally obstructive, which is to say, not very. See my comment above. No one at Columbia was prevented from crossing the quad or accessing any of the buildings on that quad.
Look, I may be the only person reading or writing this blog who was physically present at Columbia regularly throughout the spring of 2024. Claims of major obstruction or disruption are simply not true. I was there. In fact, as I have noted previously, I usually wear an Israeli flag button on campus.
And for those who are curious, like Bored Lawyer, there have been protests which did block campus access for whites. https://alumni.berkeley.edu/california-magazine/online/storming-sather-gate-two-student-groups-demand-visibility/
This was long after I left Berkeley, so I have no personal knowledge. To my recollection, the administration didn't do much about this action.
Addressed on Page 13 of the article:
It may be true that at least some of the behaviors described above were tolerated by university administrators in the past in contexts other than anti-Israel protests. The protestors therefore may have a point when they argue that universities are treating them differently than climate protestors or BLM protestors were treated in the past. The correct response, though, is not for university administrators to repeat their past mistakes, but to take the opportunity to enforce the rules in a consistent, neutral manner.
The basic test for university enforcement of conduct rules should be this: if a group of student white supremacists was engaging in this behavior, are there existing rules that could be enforced and therefore would be enforced to stop them? If the answer is yes, then the exact same level of enforcement should be brought to bear against anti-Israel protestors. This is not because such protestors are necessarily akin to white supremacists, but because a university should not be enforcing (or not enforcing) its rules based on the ideological proclivities of the students breaking the rules.
Well, the Skokie march was tolerated, and presumably would have to be tolerated on a public university campus, so it sounds like anything goes.
Read the article.
I did. I guess a fair reading is that, in the absence of any actual Nazis at most universities, we can say as our closest analogies that if a university permits affirmative action bake sales or pro-life demonstrations (some do, some don't), it must permit students to demonstrate chanting "From the river to the sea, Palestine will be free." David Bernstein will be standing by to tell Cynthia Ozick (in today's WSJ) and Bill Ackman to suck it up.
Absosmurfly no objection to actually-content-neutral rules.
Agree that encampments are not new, and removing them is not new. From 1986, before I started at ye olde 'tvte:
https://www.blackhistory.mit.edu/archive/mit-shantytown-1986
(emphasis added)
One reason to allow pro-Hamas speech is it it demonstrates that the speaker isn’t morally serious. I’m critical of a fair amount of Israeli policy towards Palestinians but Hamas are medieval thugs.
I agree with the comment. One of the reasons for allowing free speech is that bad actors and bad idea will show themselves. The problem maybe that when actors and ideas are shown to be bad they don't get the attention they should get. Let people speak but call them out quickly when they are wrong.
This requires a very loose rein in terms of discipline in all cases on the part of the university -- and I have a lot of sympathy for that position.
Unfortunately, what we see is that universities tend to be much less tolerant of certain types of objectively offensive speech, especially in the realm of anti-Black racism, than they are of others, particularly antisemitism. That then leads to the conclusion that the universities tacitly endorse the antisemitic speech, or at least feel it is not a big enough deal to warrant a strong response.
Nothing tacit about it. And the proof is: It increases.
Sure, I agree, but show them elsewhere. If you can't lug your asss from campus to say the local park you are a lame protester.
JUST NOT ON CAMPUS.
That title was kinda dry.
I'd have gone with "Two Bernsteins: Three Opinions"
🙂
I personally favor a policy of mandatory essay writing.
If a student is out there shouting "From the River to the Sea, Palestine will be free..."
I think it would be entirely within the universities prerogatives to inform the student that the university expects a better level of detail from it's students than that.
With the student required to write a mandatory 5-page essay outlining what exactly the student THINKS he is saying, showing on a map what he is talking about, explaining what his definition of "Palestine" and "Freedom" is, explaining what exactly his intentions are for Jews, Armenian Christians, Druze, gays, 'Apostates' who leave the Islamic faith, etc, etc.
And the second half of his essay must then be on whether or not he believed, intended, or can be fairly judged to have been expressing either a true threat against, say, Gay Jewish Christian Converts with Islamic fathers, or else a fundamental lack of seriousness and background research not befitting of a serious student at a serious educational institution.
I think that would be a perfectly fair and reasonable assignment to give a student who took that position in a class, so if the student makes it a big enough issue for the entire university, by yelling out slogans while standing on the quad, it's also a fair and reasonable assignment for university to give as whole.
If the student can outline a reasonable policy paper, which is also a reasonable explanation of his good behavior, with a reasonable interpretation of what he meant to say, fine. No punishment awarded.
If he skips out on the assignment, or plagiarizes, or confesses to making a true threat... punishments will absolutely be awarded.
Also, his paper will be published in a suitable public repository, as a matter of record, so he must choose wisely between "What he wants his friends to think he meant" versus "What he wants to admit to the rest of the world for the rest of his life that he meant." Learning to take public responsibility for your publicly expressed ideas is absolutely part of the college experience. If you want to yell in public while also being anonymous and legally protected, go back to being a minor in High School. Only serious adults get to attend this college.
Great idea! I am going to recommend this idea to the MIT Free Speech Alliance, MIT President Sally Kornbluth, and anybody else with influence whom I meet.
Of course, to be fair, You'd have to have a uniform policy of assigning similar essays to anyone else who made a big enough vague-uninformed-and-possibly-dangerous nuisance of themselves on the campus quad, too. Just go out once a week and hand out essay assignments to all the most annoying and least serious protestors that day.
But honestly, that's probably a really useful reform too, and will hopefully teach all students to take responsibility for the quality of their public discussions. Which is what college is supposed to be all about, right?
Sounds like you want to enforce blanket conformity and impose total silence on all students, by hanging a huge anvil over even innocuous political statements.
If someone wears a "Trump 2028" T-shirt to class, can they be handed a 5 page assignment on the Constitution? Even though they're an Electrical Engineering major in a EE class? This isn't some fantasy "10 points for Gryffindor" territory.
One does not support the 1st Amd guarantee of free speech by trying to punish (and effectively ban) all speech.
The standard would probably be, that the quality of your discussion must be proportional to the disruption level of your discussion.
if you want to wear a t-shirt, fine, that's what t-shirts are for.
If you want to go out on the quad, with a table and chairs and drinking water and a sign that says "I assert X, come change my mind," that's fine too, that is literally how honest and polite discussions are supposed to work.
If you disrupt an electrical engineering class by shouting weird unrelated political slogans, you will be thrown out.
If you make a semi-serious argument in a relevant history class or modern foreign relations class that your personal litmus is highly relevant here, and all other things must be judged through that, such as whether or not a proposed peace deal includes a right of return, it's absolutely within the professors authority to assign you a paper discussing past peace deals which did or did not include a right of return, and failed peace deals which foundered over the issue of right of return, and the various legal histories of rights of return.
If you go out on the campus quad and make a general nuisance of yourself shouting simplistic slogans, refusing to engage respectively with other students, refusing to have an in-depth discussion despite the fact that you clearly have the time and resources to do so, and generally trying to build an 'in-group' and an 'out-group' over some simple slogan.... Yeah, the university can enforce a better level of professional behavior than that. Start by writing your ideas down, signing your name to them, and discussing whether or not you are showing proper levels of respect to your fellow students while advocating your position.
If you already WERE doing those things on the quad, then we don't need to assign a paper, because you had already learned the lesson. If an Israeli Jew and an Egyptian Arab want to sit down in the quad and have a polite, detailed, reasoned discussion with each other, in which they list all the many, many offenses each side has committed against each other, and then shake hands and promise to continue disliking each other afterwards.... fine. At least you're being mature college students having a detailed discussion about it.
If you want to stand there on the quad screaming two different one-sentence mantras back and forth for an hour, with no change? Not fine. Go write a paper on the professional standards expected of professional diplomats facing of against each other during a war or something.
So, once a week, during the height of the usual student protests, demonstrations, and open-air discussions, the University Vice-President for student engagement or whatever will simply go out and identify the students who are doing the worst job of having polite reasoned discussions, while deliberately dodging nuance, and then assign them papers that might have a chance of fixing that. Any students engaging with each other PROPERLY about contentious issues are immune, they're already living up to the university standards.
Students are expected to behave exactly as properly towards fellow students they despise as university faculty are expected to behave towards other faculty they despise. The problem doesn't go away, you just learn to be polite about it.
I appreciate that you're trying to come up with a content-neutral rule set that has a big TPM component to it. But the real effect would be to chill speech. Can I yell "No quartering! 3rd Amd! No Quartering! 3rd Amd!" while crossing the Hahvahd quad without being punished for it? Does it matter if I'm objectively serious, or referencing an article from The Onion?
Alas, the proposal just lards on complexity while remaining completely susceptible to interpretation and bias (whether implicit or explicit) about basic variables like "quality of your discussion" and "proportional to the disruption level".
Who is judging that? Do we double the level of already-useless university admins to oversee this process - in a time when Trump is cutting overhead funding?
How do you propose to prevent the exact same accusations that led Prof. Bernstein to make the claims of the OP: "tolerance of antisemitic rhetoric while punishing other offensive speech"? You know that will happen the minute protester A gets an essay assignment, and protester B doesn't.
At the end of the day, it's going to have to come down to moral leadership, as enforced by legal sanctions if you get it wrong.
If you can prove that a designated officer of the college unjustly discriminated in assigning those essays, then yeah, legal action is on the table.
If you can prove that the college KNEW that one or more of their officers was unjustly discriminating in assigning those essays, and didn't fire them, even more legal action is on the table.
On the other hand, any policy so bland and restrictive that it prevents informed judgements and informed leadership is just as bad. Saying that "No Professor or other school official may ever assign a personalized essay to anyone, in any context", fundamentally sabotages the notion of what college and learning is supposed to BE.
A policy of "If a reasonable officer thinks you are making a un-informed nuisance of yourself, he can assign you essay papers, but if the student body organization in charge of discipline thinks he's abusing his discretion, they can then assign HIM a similar paper requiring him to outline what the basis of his essay assignment decisions are." seems like a reasonable attempt to get colleges and students back into the business of explaining themselves clearly and accepting responsibility for their own decisions.
If it works, great, if it doesn't work, you will have all those wonderful essays for them to read when it comes time to request a decision from a jury of your peers in a court of law.
Of course, one of the best elements of all this is that it's meant to help in ambigious situations.
If the problem is that "As a school official, I genuinely couldn't tell if this was free speech or harassment, a joke or a serious call to action, a premeditated violation of the school rules or an honest misunderstanding...."
That the nice thing about this system is that you can just ASK the student. Present the problem you were facing, to the student, and ask the student to provide all the information you need to make a decision. In essay form. While also calling on the student to show awareness of why you might have been confused, and what responsibilities you had to balance.
It's an internal college procedure, so no 5th amendment right applies. If the student wants to be a student at your university, he must explain what actions he chose to take AS a student at your university, whenever the question is seriously in doubt and one of the possible answers is a very serious problem.
And if he lies about his own actions when asked, that's academic fraud. On the other hand, as long as he attributes it correctly, there will be situations where he can just cite to an entire pre-existing essay on exactly the same topic for exactly the same actions, and simply add a sentence to the end saying "I affirm that this paper by this author also applies equally well to me and what I was doing." As long as he's telling the truth, no problem. If he's obviously lying, or didn't even read the paper before he cited it, or otherwise refuses to explain his actions clearly enough when asked... That's a problem.
But you're getting wrapped up in an idealized complex solution that doesn't grapple with a fundamental operational question.
Why does "issue essays" make proving the bias of a college officer any easier, different, or practical than any other form of protest?
Well, they're all publicly available, so if needed, you can always just check to see what proportion of each type was assigned, as compared to a census of what sort of protests were going on.
If there two protests going on at campus, with the pro-palestinian one being nine times the size of the pro-israel one, you can just check to see if essays were assigned at about a nine-to-one ratio as well. Or if not, review some videos of both protests and see if you can tell why they might not have been. Was one rowdier than the other, which would explain the shift in proportions?
Also, most of the essays are going to start out with "this is what I was doing at the time that I was assigned an essay, and here is what the university official said about why he felt it was appropriate to require me to articulate my view in more detail, in service of allowing the officer to better make a decision which both met the college's legal obligations and furthered it's code of conduct." Then assuming all the students tell the truth, anyone can just look at all the essays and read the opening paragraph and say "yes, I can see why a university official felt that he needed x pages of detail on what was really going on there," or "No, if this student is telling the truth, this seems like it's kind of clearly discriminatory and unjustly retaliatory".... And then just check the discipline records to see what happened next. Was the student accused of lying in his own essay? Was the university official counseled to show more caution in the future? Is this within the normal margins of error for a policy of this type?
If there was an enormous and recurring pattern of invidious discrimination, it should be easy to prove, because all the assigned essays will be right there on a public repository, and you can just check for patterns.
I've never seen a demonstration where people chanted polite reasoned discourse. It seems, as Jane Austen might have said, very much more rational, but not near so much like a demonstration. So this amounts to banning all demonstrations.
I would also be skeptical of a policy whereby professors assign extra essays to people who say things they disagree with in class; it seems like a ban on open classroom discussion. I guarantee that the history department at any American university (well, maybe not Yeshiva) will end up assigning more essays to supporters of Israel than the Palestinians.
Honestly, I'm kind of ok with the concept that a College should ban nearly all 'demonstrations as we know them' as being contrary to the mission of the college.
Regarding the in-class problem.... one expectation is that everyone will draw one essay per class eventually, on average, and that your class participation is based both on how good your in-class questions are before the essay, and how good the follow-up essay itself is.
Another expectation is that if your professors really are that unjustly discriminatory, we will have an exciting new tool to find out... by auditing what individual essays they assign, and why. Any professor in a relevant field who assigns no essays is incompetent, any professor who assigns too many is possibly discriminatory. The professors will be judged on the decisions they make. Granted, this sort of implies that Tenure will have to go, or at least be strongly reduced.
Free speech is an abolitionist phrase. Abolitionists wanted the US to be free from Ocean to Ocean, i.e., slavery would end.
"From the River to the Sea, Palestine will be free..." has more or less the same meaning, i.e., (a) stop the genocide, (b) end Apartheid, (c) allow Palestinians to return to the homes, property, villages, and country, (d) compensate Palestinians for all the injuries that Zionist colonial settlers have committed since 1881, (e) live on terms of mutual respect and equality, and (f) try every Zionist that is a probable perpetrator of genocide, war crimes, and violations of international humanitarian law.
I'm Jewish. I've worked in Gaza before Hamas took control and after Hamas took control. I never had a problem.
An American Jew under 25 is more likely to loathe Zionism than to consider himself a Zionist.
When David Bernstein tries to equate loathing of genocide with hatred of Jews, he makes hatred of Jews seem like a good thing. I can't think of a better way to encourage hatred of Jews other than actually perpetrating genocide as Zionist colonial settlers planned since 1881 and have been committing since December 1947.
If any of your allege bio were true, you'd using your real name. The rest of your post is a combination of fantasy and projection.
Well David given your history around here I think this individual is well advised to be cautious. Were you still looking for my boss’ phone number btw?
I am really tired of vacuous accusations of antisemitism from genocide supporters and genocide perpetrators.
Antisemitism no longer exists as it did before 1945. Pre-1945 antisemitism differed radically from ordinary racism. An example of racism is the treatment of blacks under Jim Crow. White racists hated and oppressed blacks. Blacks reciprocated with hate, but the black hatred cannot rationally be considered racism.
During the 19th century, the Jewish economic niche vanished in Central and Eastern Europe. In response Jewish business practices in finance (loan sharking) and in commerce (unfair dealing) became nastier.
The lower bourgeoisie and peasantry reacted with antisemitism, but this antisemitism was not racism. It was the hatred of the exploited class for the exploiter class. When the exploited class reacted to exploitation with violence, Jews were often able to obtain protection from the state. Jews often responded to this traditional antisemitism with hatred that probably qualifies to be called racism.
Antisemitism was dwindling in the 19th century, German or Austrian antisemitic parties were failures and vanished in the early 20th century.
The Nazis created a new antisemitism in the 1920s. This Nazi antisemitism combined traditional antisemitism with fear and loathing of the Soviet Union, whose face seemed and was disproportionately Jewish. Few non-Jews realized how much the Jewish section of the Soviet Communist Party persecuted more traditional Jews like the members of my father’s family.
Today neither traditional 19th century antisemitism nor Nazi antisemitism exists to any major extent.
We, who hate, scorn, and loathe the baby killer nation, are just like my father’s generation that abominated the Nazi nation because of its racism, because of its mass slaughter, because of its war crimes, and because of its genocide.
Gentiles, who worry about antisemitism today, are ethically challenged nitwits.
A group, which has been subjected to genocide at the hands of a first set of genocide perpetrators (e.g., Nazis), can later themselves form a second set of genocide perpetrators (e.g., Zionists) just as depraved as the first set of genocide perpetrators.