Introduction
The two reviewed articles are “The Coddling of the American Mind” by Greg Lukianoff and Jonathan Haidt, and “Coddled Students? That’s Not the Problem” by David Palumbo-Li. Discussing the college classroom is a recurrent theme in David Palumbo-Liu’s essay “That’s Not the Problem.”
Similarities
Both papers discuss college students’ perceived sensitivity and need for protection, which is thought to impede intellectual development and critical thinking. They also discuss how this phenomenon affects lecturers and the general tone of the school. The articles’ views, tones, and underlying arguments vary greatly despite their shared themes.
Both pieces acknowledge the prevalence of a phenomenon among college students in which particular words, concepts, and topics are shunned because of potential discomfort or offense. Concerned about the effects of this phenomenon, they claim that it limits intellectual freedom and prevents the growth of critical thinking abilities. Both articles also discuss the role of educators in resolving these problems and how this affects the quality of education in general.
Differences
The papers, however, differ in some ways. In its critique of the phenomenon, “The Coddling of the American Mind” links it to a broader social change toward overprotection and aversion to discomfort. It focuses on exposing pupils to complex concepts and involving them in intellectual disputes (Lukianoff and Haidt). In contrast, “Coddled Students? That’s Not the Problem” questions the premise of the first article by arguing that the idea that pupils are being “coddled” is overstated and biased. It contends that rather than discounting these worries altogether, the emphasis should be on comprehending the larger forces contributing to them (Palumbo-Liu).
The two articles have contrasting tones and styles. “The Coddling of the American Mind” presents an alarmist viewpoint, highlighting the perceived adverse effects of the trend. At the same time, “Coddled Students? That’s Not the Problem” takes a critical stance, challenging the claims made in the first article and presenting alternative perspectives.
Conclusion
In summary, while both articles explore the college classroom and the impact of perceived sensitivity among students, they differ in their perspectives, tones, and underlying arguments. “The Coddling of the American Mind” presents a critical view of the trend, highlighting its potential dangers. At the same time, “Coddled Students? That’s Not the Problem” challenges the characterization of students and calls for a more nuanced understanding of the issues.
Works Cited
Lukianoff, Greg, and Jonathan Haidt. “The Coddling of the American Mind.” The Atlantic, 2015. Web.
Palumbo-Liu, David. “Coddled Students? That’s Not the Problem.” HuffPost, 2015. Web.