Luckily, not everyone thought this was a good idea. If you can’t study a subject without ‘trigger warnings’ do you really belong in college?

Anthony Gockowski of the College Fix reports.

Demand for ‘trigger warnings’ at University of Minnesota meets opposition

While some University of Minnesota student leaders have demanded the use of trigger warnings before teaching provocative course materials, suggesting it’s the only way to ensure a “safe campus,” other students and scholars are unsupportive of the request, and bristle at the notion of stifling the educational process.

“Trigger warnings” aim to alert students of future disturbing content. Such a warning is, supporters argue, particularly appropriate for victims of sexual assault and war veterans.

Many academics see warnings as a serious threat to academic freedom, but the school’s student government passed a resolution in October asking professors to add “trigger warnings” to course syllabi. The resolution called for alternative course materials for students with post-traumatic stress disorder.

After the vote, the Minnesota Daily campus newspaper voiced concern, saying “higher education, especially the liberal arts, is only successful when the classroom takes time to address difficult topics head-on.”

The Daily’s editorial echoed a similar piece from April declaring trigger warnings a bad idea, noting  “universities are not safe houses for students, and they should not protect students from uncomfortable or emotionally provocative lessons. This student-driven proposal seeks to shield other students from duress, and though it may be well-intentioned, it has no place in a community of intellectual growth.”

Meanwhile, the faculty senate at the University of Minnesota has yet to hold a discussion on the non-binding student resolution. It remains to be seen when and if they will.

Professor Eva von Dassow, the faculty senate vice chair, told The College Fix in a recent email interview that “any requirement to add trigger warnings to syllabi immediately runs into serious problems.”

Von Dassow said she thinks the ambiguous language used in defining a “trigger” has made it “impossible to know what may trigger any of the many and various individuals taking courses.”