Part I: What Eisgruber Gets Right

In an age of social media, access to news and information can seem less like a privilege than a tidal wave. What we end up seeing isn’t fully objective: It’s composed, in large part, of opinions and biased perspectives that arise in the aftermath of striking or unsettling events. As long as you have a device and an internet connection, you can share and consume opinions on any given subject with minimal vetting.

There’s no shortage of editorialized content in the world today. So why would you specifically seek out the opinion page of a newspaper, and why ours in particular? What do we, as a student newspaper, have to offer you as a member of the Princeton community?

“When it comes to getting free speech right,” writes Princeton University President Christopher Eisgruber in the introduction to Terms of Respect, “America’s young people deserve higher marks than they get.” This is a central contention of Eisgruber’s new book, and it is, as those young people say, big – if true.

It also begs the question twice over, in the way that is all but inevitable when we talk about higher education and speech, two goods contemporarily treated as goods of themselves, if not the highest goods. Whether Eisgruber’s contention is correct depends on what is meant by free speech, then again on what is meant by getting it right.

On November 12, former ACLU Legal Director David Cole delivered the annual Tanner Lecture on Human Values. His talk, entitled “A Defense of Free Speech from Its Progressive Critics,” drew a crowd to the Friend Center. Cole has litigated several major First Amendment cases and currently serves as a law professor at Georgetown. A self-identified progressive, Cole explicated an argument in favor of the First Amendment.

Cole outlined the main progressive critiques of the First Amendment. “What unites these critiques is the sense that the First Amendment is too protective at the cost of another very important value in our society: equality.” He also acknowledged the progressive skepticism of free speech’s “core demand” of neutrality – the idea that the government “must be neutral as to the content and viewpoint of speech when it is regulating private speakers.”

From congressional hearings to donor revolts to headlines about campus protests, American universities are being told—loudly—that they’ve lost the public’s trust. But beneath the noise, there’s a quieter question that rarely gets asked: when Americans criticize universities, what do they actually want them to do instead?

A new study published in Science Advances by economists at Cornell University and the University of Regensburg examines what societal roles Americans believe universities should engage in beyond their core mission of education and research.

The University of Arkansas’ shameful capitulation to political pressure betrays its commitment to Professor Suski and threatens the rights of all who teach, study, and work there. The message to every dean, professor, and researcher is unmistakable: Your job hinges on whether politicians approve of your views. 

Political interference in academic decision making must be rejected. When universities make hiring decisions based on politics, left or right, academic freedom gets weaker and campuses grow quieter.

A federal appeals panel on Thursday reversed a lower court decision that released former Columbia University graduate student Mahmoud Khalil from an immigration jail, bringing the government one step closer to detaining and ultimately deporting the Palestinian activist.

The three-judge panel of the 3rd U.S. Circuit Court of Appeals didn’t decide the key issue in Khalil’s case: whether the Trump administration’s effort to throw Khalil out of the U.S. over his campus activism and criticism of Israel is unconstitutional. But in its 2-1 decision, the panel ruled a federal judge in New Jersey didn’t have jurisdiction to decide the matter at this time. Federal law requires the case to fully move through the immigration courts first, before Khalil can challenge the decision, they wrote.