@iris
The struggle you’re describing here is what I was alluding to downthread with this post:
> This is messy and complicated in practice. Keeping each other safe is real work, and hard work. None of us (including me) get it right 100% of the time. All that’s required is that we try, that we believe we are •supposed• to try. That is not negotiable.
Like…for example, it’s a valid and subtle question whether there are biological human brain differences based on X/Y chromosomes. It’s also a super fraught question, because gender-based socialization is such an incredibly powerful force in human society that it’s damn near impossible to establish a connection — and societal context means that getting this wrong or creating misunderstanding has the potential to do incredible harm. Valid zone of scientific inquiry! Also zone of extreme danger! How does a biology prof venture into those waters? Very carefully!!
But I think all of this is tending a bit toward the natural academic instinct to come up with corner cases and split hairs. For the purposes of the public debate, I think we have a reasonably clear north star:
→ Students should feel personally safe enough at school to learn. ←
So your example of throwing around hypothetical “should” statements about annihilating people? Don’t get hung up on whether it’s hypothetical! Focus on two things:
1. Do students •experience• a sense of threat that interferes with their sense of personal safety, and thus their learning?
2. If so, is that feeling rooted in a credible sense of danger given the larger social context?
(1) indicates a problem. (2) determines how we address that problem. If a student experiences a sense of threat because they are, say, experiencing a schizophrenic episode, then addressing the problem means getting them the help they need. However, if the sense of threat is because that “hypothetical” statement is about a real social reality, then addressing the problem means addressing the words and behavior of other community members.