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Nathan Thrall’s “A Day in the Life of Abed Salama”

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Nathan Thrall, the 2024 Pulitzer Prize Winner for General Nonfiction, sat with Rebecca Stein, discussing his book, “A Day in the Life of Abed Salama: Anatomy of a Jerusalem Tragedy.” Published October 3, 2023 by Metropolitan Books, Thrall’s book tells the story of the people whose lives became intertwined by a tragic bus accident near Jerusalem 12 years ago, serving as a spotlight that identifies the corrupt powers that Israel has over Palestine. 

Author Nathan Thrall and his book “A Day in the Life of Abed Salama.” (Judy Heiblum)

Beginning with a synopsis of the book, Thrall shared the history of the West Bank enclave. Annexed and neglected, 130,000 people live between 26-foot tall concrete walls with only two exits. Within the enclave are no play areas, no sidewalks, and often trash burnings in the middle of the night; on the other side of the wall are rich images of middle-upper class housing and Hebrew University (the most prestigious university in Israel).

An Isreal wall separating Palestine and Jerusalem The Irish Times (Atef Safadi/EPA)

Students at a school within the enclave, in hopes of finding an area to play, walked with their teacher along the wall (along the apartheid road) and were devastatingly hit by a quarry semi-trailer. The truck proceeded to flip over and catch fire. The road where the accident took place, though used entirely by Palestinians, is under Israeli control, and therefore Palestinian authority is prohibited. Passerbys stopped and tried to help however they could, but the flames were too big. In the end, it took 30 minutes for Israeli fire trucks to show up to the burning semi-truck. Six children and one teacher died.

The book focuses on Abed Salama, the father of a boy who was involved in the accident, who after hearing about the accident, spent the next 24 hours trying to work his way through the restrictions placed on him as a Palestinian in order to find his son and make sure he was safe and alive. Abed went into the burning bus and rescued children, was rejected at many checkpoints in between hospitals where he thought his son may be–all of which are just a few of the many incommensurably heartwrenching tragedies he went through.

Abed Salama The New Yok Review (Ihab Jadallah)

After giving us the synopsis, Thrall then began to read a passage from his book, making it clear why he won a Pulitzer Prize. His writing, not only transformed a world of non-fiction into a very digestible piece of literature, but his ability to extract such emotion through his voice is truly inspiring. Looking around, I could see everyone leaning forward in their chairs–the room, was silent enough for the turning on and off of the air conditioning to turn my head. 

I knew walking into this talk, that this book’s meaning in the world and civil discourse would have more of an impact given the increasingly dire situations in Palestine over the past 12 months. While beginning her questions, Rebecca Stein did not shy away from this topic either.

“It’s a very ordinary event, it’s not like the kind of events that we see splashed across, you know, our television screens or our phones on social media, where we’re looking at tragedies at a much bigger scale…” “…why did you take this intimate incident as a way to try to tell this much bigger story?” she asked.

While I first was a bit taken aback at this question, I realized Rebecca was right. What makes the news is usually what will grab the most attention and the most emotion. And so rarely do we see the “smaller tragedies” (smaller as in fewer casualties). 

Thrall answered very calmly, and very methodically. 

“I wrote this book out of a sense of, uh, despair,” replied Thrall. “…what I was really aiming to do with this book was to draw, uh, our attention to the situation for Palestinians in their ordinary lives.”

And as Thrall continued to explain why he chose to write about the bus accident, he continued to show us his brilliance as both an author and speaker. For he was able to tell a story that shows readers how something so (unfortunately) common as a car accident, can lead to such heavy consequences when the systems in place are corrupt.

“…the best way to make a systemic critique, I think, is to show the everyday, um, because otherwise, if you choose something exceptional, something that a journalist might be drawn to, it’s easier to dismiss and say, this was the action of one, uh, bad commander.”

I was moved by how open the room was. Everyone was captured by the moment of Thrall spilling truths–some of which we were familiar with and some of which we had never heard before. I could see the weight of the subject, heavy in people’s faces and postures, and yet everyone remained, and many asked more questions. Some asked where Abed Salama is now. Thrall told us how the book was published on October 3rd, four days before the Hamas-led attack on Israel; Abed and Thrall had plans to travel together and tour the book, but after the war began, Abed had to miss many of their destinations. Thrall said that Abed, though he was able to attend some of the destinations for the book tour, is mostly at home mourning for and supporting his community.

There was a sort of ambiguity as the night came to a conclusion. Thrall’s book is living as a teacher and voice for those who don’t get the opportunity to tell their stories in Palestine. Thrall doesn’t know what is next, only that tragedies will continue to be treated as accidents, and systems, unjust as they are, are much easier continued, than broken.

By Sarah Pusser, Class of 2028

The Invisible Role of Women in Africa’s Liberation Movements

“Claims to knowledge are claims to power”

This phrase succinctly encapsulates Dr. Rama Salla Dieng’s talk on the intricate relationship between information and the patriarchy that exists, and has existed, in our society. 

As a Pan-Africanist Feminist scholar-activist, Dr. Dieng’s research mainly encompasses the Anti-Colonial Feminist Solidarity in West Africa. She delved into the Yewwu Yewwi, the first feminist movement in Senegal. She further highlighted the main aims of the women’s liberation movement; to cultivate and maintain solidarity between the members, to stand in solidarity with all Senegalese women, and to show support with all other victims of apartheid.

The focus of this talk was to shed light on movements in Africa that have supported women. She accentuated the importance of mid-wifes, and women who oversaw child-care, cooked, and worked on the fields. They were leading, not from the front but from the back. According to her, the purpose of the liberation movement is to not only celebrate the visible, but also acknowledge the invisible – the true backbone of those who lifted others during the apartheid. 

“Can rural African women be heard alongside Aimé and Senghor as also articulating prescient visions of liberation in the 20th century? Can M’ballia Camara’s death at the hands of a canton chief, her pregnant body slashed open by his saber in a dispute over local taxes for the colonial administration, speak across time and archival silences? Can it speak into a historical canon that is only now beginning to acknowledge black women as midwives who help to birth anticolonial movements and bear witness also to the leadership in these movements?” Dieng used Joseph-Gabriel’s poignant reflections to emphasize the pivotal yet overlooked contributions of rural African women in shaping liberation narratives, highlighting the necessity of integrating their voices into our historical understanding.

Dieng’s exploration into the Yewwu Yewwi movement and her invocation of historical accounts like M’ballia Camara’s tragic fate highlight a crucial message: the narratives of rural African women are integral to understanding the full spectrum of liberation efforts. By recognizing the gendered labor that has sustained communities through apartheid and beyond is not only existent but invaluable, we can begin to dismantle the structures of patriarchy that have long marginalized these vital contributions. 

M'ballia Camara

M’balia Camara: Guinean independence activist

As I reflect on the significance of these revelations, I am reminded that the path to true liberation is paved with the stories of those who have been overlooked.

Let us commit to making these voices heard, ensuring their rightful place in the annals of history and in the continuing struggle for equality and justice!

Post by Noor Nazir, class of 2027

It’s a Bird… It’s a Plane… It’s Comic Medicine!

Picture a comic book. Maybe you think of Superman or the Hulk, all cosmic green and razzmic berry, pressed into the glossy pages of your favorite childhood graphic novel. Or maybe you think of the Sunday paper. Calvin and Hobbes inked between the op-eds and the sports column. Maybe you think of punk rock zines, or political cartoons, or Mad magazine.

Now, put your first thought aside. Walk to the Duke Medical School library and descend to the first floor. Nestled in the quiet reading room, among the serious tomes on pancreatic enzymes and brain anatomy, is a collection of comic books. 

They don’t chronicle the kryptonite of superheroes or the adventures of Asterix. Instead, the curated Graphic Medicine Collection features soldiers with PTSD, mothers of children with Down Syndrome, and transgender patients’ gender-affirming care. They illustrate child loss, chronic illness, addiction, anxiety, autism, epilepsy, COVID, cancer, heart disease, reproductive health, and so on and so forth. 

photo credit: @dukemedlibrary (Instagram)

In 2007, physician and cartoonist Ian Williams coined the term “graphic medicine.” He writes that the “use of the word ‘medicine’ was not meant to connote the foregrounding of doctors over other healthcare professionals or over patients or comics artists, but, rather the suggestion that use of comics might have some sort of therapeutic potential – ‘medicine’ as in the bottled panacea, rather than the profession.” 

Dr. Ian Williams, GP and cartoonist

Duke’s Graphic Medicine Collection seeks to destigmatize, depicting everything from a patient’s experience with terminal cancer to STI prevention. Unsurprisingly, comics have long been used to educate and to challenge social taboos.

In 1954, they were controversial enough to trigger a congressional hearing. Despite grossing nearly $75 million in nickels and dimes (the cost of a comic in 1948), comic books fed the flames (often literally) of moral panics that came to dominate the Cold War era. 

In 1949, a small town Missouri girl scout troop burned a six foot tall stack of comics at the behest of their parents, teachers, and the local priest. This event followed the publication of an article written by New York City psychiatrist Dr. Fredric Wertham which drew a correlation between the occasional vulgar language and violent imagery in comic book and increased incidence of juvenile delinquency.   

Although Congress found no correlation between comics and criminal activity, ultimately disagreeing with Wertham, the comic industry created the “Comics Code Authority” out of fear of government censorship. Comics with everything from violence to werewolves, zombies, vampires and ghosts were banned. Though the comic code undeniably cowed their content, cartoonists continued to use the medium to criticize and confront stigmas. 

In the 60s and 70s, for example, “subversive women cartoonists, queer cartoonists, [and] cartoonists of color” disseminated their work in political circles. Later, in 1989, cartoonist Garry Trudeau depicted the first openly gay comic character Andy Lippincott’s diagnosis with HIV/AIDS. Though some gay activists criticized Trudeau’s portrayal, his comics nonetheless challenged the public’s stereotypes, fears, and ostracization of HIV/AIDS patients and Lippincott’s impact was wide-felt and humanizing.

Garry Trudeau’s Doonesbury comic character Andy Lippincott is depicted here in the fictional AIDS quilt. Lippincott was later given a real panel in the quilt.

In fact, in 1990, when Trudeau illustrated Lippincott’s death due to AIDS complications, an obituary was written for the fictional character in the San Francisco Chronicle: “… Lippincott, an affable man who had attempted to cope with the devastating disease with a continual patter of gallows humor, dies quietly in his bed, the window open to a sunny day and a coveted C.D. of the Beach Boys ‘Wouldn’t It be Nice’ playing.”

In the 2000s, like so many other middle school girls, when I turned 10 or 11, I was handed the American Girl’s “Care and Keeping of You.” The book includes comic strip-esque graphics and informational panels about everything from menstrual health to acne. It revolutionized the conversations that were and, more importantly, weren’t happening around girl’s health and puberty.

To put it simply: “Girls didn’t seem to have the courage to ask their own mothers these questions, but they were sending them to faceless magazine staffers in Middleton, Wisconsin.” Since its publication in 1998, “The Care & Keeping of You” has sold 7 million copies and counting. 

From cancer to STIs to AIDS to puberty, comics clearly do have a place in medicine. 

In recent decades, there has been a push in American healthcare for the medical humanities — a holistic movement that advocates for the intersection of science and art in medicine and medical education. Keith Wailoo, an American historian and professor at Princeton University, writes about the need for medical humanities:

“… [P]rofessional and human crisis has spawned the search for meaning and introspection about life, illness, recovery, human suffering, the care of the body and spirit, and death. Medicine’s social dilemmas, its professional controversies, human health crises, social tensions over topics from AIDS to abortion and genetics, as well as the profession’s very identity and its claim to authority have catalyzed and fed a growing demand for answers about meaning.”

Among the serious tomes included in Duke’s collection is the following spread from Tessa Brunton’s autobiographical “Notes from a Sickbed,” illustrating the onset and progression of her chronic illness. As Brunton writes, “catharsis” seems to best embody Duke’s Graphic Medicine collection. Like so many other comic strips, “Notes from a Sickbed” is a “bottled panacea.” Brunton confronts her illness and grapples with her own “search for meaning,” depicting her reality with humor, earnestness, and dialogue bubbles.

All of this to say: comics continue to have a place in medicine.

Here are a few texts in Duke’s Graphic Medicine Collection:

“Notes from a Sickbed” by Tessa Brunton
“Camouflage: the hidden lives of autistic women” by Dr. Sara Bargiela
“Kimiko Does Cancer” by Kimiko Tobimatsu
“First Year Out” by Sabrina Symington

You can check out the entire Comic Medicine Collection here: https://mclibrary.duke.edu/about/blog/new-graphic-medicine-collection

Post by Alex Clifford, Class of 2024

Leveraging Google’s Technology to Improve Mental Health

Last Tuesday, October 10 was World Mental Health Day. To mark the holiday, the Duke Institute for Brain Sciences, in partnership with other student wellness organizations, welcomed Dr. Megan Jones Bell, PsyD, the clinical director of consumer and mental health at Google, to discuss mental health. Bell was formerly chief strategy and science officer at Headspace and helped guide Headspace through its transformation from a meditation app into a comprehensive digital mental health platform, Headspace Health. Bell also founded one of the first digital mental health start-ups, Lantern, where she pioneered blended mental health interventions leveraging software and coaching. In her conversation with Dr. Murali Doraiswamy, Duke professor of psychiatry and behavioral sciences, and Thomas Szigethy, Associate Dean of Students and Director of Duke’s Student Wellness Center, Bell revealed the actions Google is taking to improve the health of the billions of people who use their platform. 

She began by defining mental health, paraphrasing the World Health Organization’s definition. She said, “Mental health, to me, is a state of wellbeing in which the individual realizes his or her or their own abilities, can cope with the normal stresses of life, work productively and fruitfully, and can contribute to their own community.” Rather than taking a medicalized approach to mental health, she argued, mental health should be recognized as something that we all have. Critically, she said that mental health is not just mental  disorders; the first step to improving mental health is recognition and upstream intervention.

Underlining the critical role Google plays in global mental health, Bell cited multiple statistics: three out of four people turn to the internet first for health information. On Google Search, there are 100 million searches on health everyday; Youtube boasts 25 billion views of mental health content. Given their billions of users, Bell intimated Google’s huge responsibility to provide people with accurate, authoritative, and empathetic information. The company has multiple goals in terms of mental health that are specific to different communities. There are three principal audiences that Bell described Google’s goals for: consumers, caregivers, and communities. 

Google’s consumer-facing focus is providing access to high quality information and tools to manage their users’ health. With regards to caregivers, Google strives to create strong partnerships to create solutions to transform care delivery. In terms of community health, the company works with public health organizations worldwide, focusing on social determinants of health and aiming to open up data and insights to the public health community. 

Szigethy followed by launching a discussion of Google’s efforts to protect adolescents. He referenced the growing and urgent mental health crisis amongst adolescents; what is Google doing to protect them? 

Bell mentioned multiple projects across different platforms in order to provide youth with safer online experiences. Key to these projects is the desire to promote their mental health by default. On Google Search, this takes the form of the SafeSearch feature. SafeSearch is on by default, filtering out explicit or inappropriate results. On Youtube, default policies include various prevention measures, one of which automatically removes content that is considered “immitable.” Bell used the example of disordered eating content in order to explain the policy– in accordance with their prevention approach, YouTube removes dangerous eating-related content containing anything that the viewer can copy. YouTube also has age-restricted videos, unavailable to users under 18, as well as certain product features that can be blocked. Google also created an eating disorder hotline with experts online 24/7. 

Jokingly, Bell assured the Zoom audience that Google wouldn’t be creating a therapist chatbot anytime soon — she asserted that digital tools are not “either or.” When the conversation veered towards generative AI, Bell admitted that AI has enormous potential for helping billions of people, but maintained that it needs to be developed in a responsible way. At Google, the greatest service AI provides is scalability. Google.org, Bell said, recently worked with The Trevor Project and ReflexAI on a crisis hotline for veterans called HomeTeam. Google used AI that stimulated crises to help scale up training for volunteers. Bell said, “The human is still on the other side of the phone, and AI helped achieve that”. 

Next, Bell tackled the question of health information and misinformation– what she called a significant area of focus for Google. Before diving in, however, Bell clarified, “It’s not up to Google to decide what is accurate and what is not accurate.” Rather, she said that anchoring to trusted organizations is critical to embedding mental health into the culture of a community. When it comes to health information and misinformation, Bell encapsulated Google’s philosophy in this phrase: “define, operationalize, and elevate high quality information.” In order to combat misinformation on their platform, Google asked the National Academy of Medicine to help define what accurate medical sources are. The Academy then put together a framework of authoritative health info, which WHO then nationalized. YouTube then launched its “health sources” feature, where videos from the framework are the first thing that you see. In effect, the highest quality information is raised to the top of your page when you make a search. Videos in this framework also have a visible badge on the watch panel that features a  phrase like “from a healthcare professional” or “from an organization with a healthcare professional.” Bell suggested that this also helps people to remember where their information is coming from, acting as a guardrail in itself. Additionally, Google continues to fight medical misinformation with an updated medical misinformation policy, which enables them to remove content that is contradictory to medical authorities or medical consensus. 

Near the end of the conversation, Szigethy asked Bell if she would recommend any behaviors for embracing wellbeing. A prevention researcher by background, Bell stressed the importance of early and regular action. Our biggest leverage point for changing mental health, she asserted, is upstream intervention and embracing routines that foster our mental health. She breaks these down into five dimensions of wellbeing: mindfulness, sleep, movement and exercise, nutrition, and social connection. Her advice is to ask the question: what daily/weekly routines do I have that foster each of these? Make a list, she suggests, and try to incorporate a daily routine that addresses each of the five dimensions. 

Before concluding, Bell advocated that the best thing that we can do is to approach mental health issues with humility and listen to a community first. She shared that, at Headspace, her team worked with the mayor’s office and community organizations in Hartford, Connecticut to co-define their mental health goals and map the strengths and assets of the community. Then, they could start to think about how to contextualize Headspace in that community. Bell graciously entered the Duke community with the same humility, and her conversation was a wonderful commemoration of World Mental Health Day. 

By Isa Helton, Class of 2026

Only Mostly Dead? The Evolving Ethics of Evaluating Death

I recently had the pleasure of attending Professor Janet Malek’s lecture: Only Mostly Dead? The Evolving Ethical Evaluation of Death by Neurologic Criteria, a lecture sponsored by the Trent Center for Bioethics, Humanities & History of Medicine.

Dr. Malek is an associate professor in the Duke Initiative for Science & Society, and at the Baylor College of Medicine Center for Medical Ethics and Health Policy.

Janet Malek Ph.D.

We don’t often talk about death. On the surface, it seems like it would be a straight-forward concept. You’re either dead, or you’re not dead. Right? It turns out that clinically defining death is not so simple.

Popular media has some grasp on the ambiguity of the definition of death. Remember this scene from the popular movie, The Princess Bride? Suspecting that the protagonist is dead, his friends bring him to a miracle-worker and have the following conversation. 

Miracle Max: “Whoo-hoo-hoo, look who knows so much. It just so happens that your friend here is only MOSTLY dead. There’s a big difference between mostly dead and all dead. Mostly dead is slightly alive. With all dead, well, with all dead there’s usually only one thing you can do.

Inigo Montoya: What’s that?

Miracle Max: Go through his clothes and look for loose change.

In real life, death used to be determined by cardiopulmonary criteria – when the heart and lungs stop working.  In recent decades the idea that death can be determined using neurologic criteria – when the brain stops working – has gained acceptance. As neuroscience and technology has evolved, so too have our definitions. Now that we know more about how the brain works, we know that there may be some brain activity even after a person has met the criteria for death by neurologic criteria (DNC). This leads to philosophically rich and practically relevant questions of ethics – for example, when do we stop providing life-sustaining care? In the field of bioethics and beyond, there is high demand for discussion on this topic.

There has been controversy over defining death since the 1650’s — when a woman named Anne Greene woke up after being hanged. It wasn’t until the 1980’s that a consensus definition of death was first identified. Here is a brief history:

1950s

  • Widespread availability of ventilators led to the identification of a state described as death of the neurological system.

1960s

  • Advances in organ transplantation foster discussion on the ethics of defining death.
  • A committee at Harvard Medical School examined the definition of Brain Death. They created a definition of “Irreversible Coma,” which focused on loss of neurological function.

1980s

  • The 1980 Uniform Determination of Death Act (UDDA) provided a legal basis for clinically determining death as: an individual who has sustained either 1) irreversible cessation of circulatory and respiratory functions OR 2) irreversible cessation of functions of the entire brain.
  • 1981: President’s Commission for the Study of Ethical Problems in Medicine and Biomedical and Behavioral Research report. Findings are centered on questions of functioning of the organism as a whole and the brain’s role in coordinating it.

1990s-2000s

  • Clinicians arrive at general agreement that a patient in a state of coma or unresponsiveness, without brainstem reflexes and who fails an apnea test is dead by neurologic criteria. Largely it is accepted that “brain death is death” but there is not complete consensus.

2010-late

  • 2013: Case of Jahi McMath. A 13-year old girl was declared “brain dead” in California, and a death certificate was issued. However, the family fought to have her maintained on life support. They moved to New Jersey, the only state which recognized objections to brain death, and the “brain dead” declaration was reversed. Jahi lived there for 4 years before passing away. This famous case caused people to reconsider the concept of brain death.

2020s:

  • Recent innovations in heart transplantation technology will likely challenge the acceptance of the Dead Donor Rule (DDR) which requires that an individual is clinically declared dead before vital organs are removed for transplantation.
  • 2021: Assembly of the Determination of Death Committee, tasked with updating the Uniform Determination of Death Act (UDDA). Duke faculty (and founding director of Science & Society) Nita Farahany, is involved with this process.

What ethical issues and practical questions challenging Death by Neurologic Criteria (DNC) today? Dr. Malek shared the following case.

Following a tragic car accident, Ms. Jones, a 20-year-old college student, was brought to the hospital, having suffered significant anoxic brain injury. The medical team determined that she met criteria for DNC. However, her family refused to allow for further testing. Several days passed. Ms. Jones was maintained on life support, during which she did not show signs of improvement. After several difficult conversations, the family consented for assessment and Ms. Jones was declared dead — using the criteria associated with DNC.

What is the proper amount of time to continue life-sustaining treatment if a physician suspects the patient will never recover?

Although this may sound like an uncommon occurrence, nearly half of neurologists have been asked to continue neurologic support for patients that may meet criteria for DNC.

Obligating life support for patients suspected of meeting DNC, either through the family’s refusal for testing or by direct request, would likely result in ethical harms such as violation of the dignity of decedent, unjustly using scarce resources, or causing moral distress in caregivers.

However, it may be permissible to maintain life support in these situations. Dr. Malek says that we do not yet have a good ethical framework for this. Reasonable accommodations that are in line with professional guidelines probably have minimal impact, and might provide some psychosocial benefits to families.

Is consent required to test for DNC? Should it be?

Legal and professional standards favor the idea that testing for DNC likely falls under the category of implied consent, which assumes that a person would want reasonable medical care in the event of unconsciousness. In fact, 80% of neurologists think that getting consent for these evaluations is unnecessary.

These are extremely difficult questions, and there is continuing controversy over what the correct answers should be. Dr. Malek advises medical experts to work with healthcare administrators to develop clear institutional policies.

Post by Victoria Wilson, 2023 MA student in Bioethics & Science Policy

“Humans Are Selectively Pro-science” and Other Ways to Think About Polarization

Photo from DonkeyHotey on flickr.com. Licensed under Creative Commons license.

We live in a country where 80% of both Democrats and Republicans believe that the other political party “poses a threat that if not stopped will destroy America as we know it.” Lovely.

A 2020 study found that only 3.5% of voters would avoid voting for their preferred candidate if that candidate engaged in undemocratic behavior. In 2022, 72% of surveyed Republicans said that Democrats are more immoral than other Americans, and 83% of Democrats said that Republicans are more close-minded than other Americans. Political polarization is apparently increasing faster in the U.S. than in other democracies, but Americans aren’t just divided along political lines. Other aspects of identity, like religious beliefs, can spawn discord as well. In the U.S., 70% of atheists think religious organizations “do more harm than good,” but 44% of Americans still think that you must believe in God “in order to be moral and have good values.”

Most Americans agree that polarization is a problem. But what can be done about it? The Trent Center for Bioethics, Humanities, and History of Medicine recently hosted a conversation between two people who have spent much of their careers engaging with many different beliefs and perspectives. A recording of the talk can be found here.

Molly Worthen, Ph.D., Associate Professor of History at UNC and a freelance journalist, grew up in a “secular, totally nonreligious home,” but courses she took in college made her realize that “for a huge swath of humanity, over the course of our history,” religion has helped people find meaning and community. She has explored religion extensively through her work as a historian, author, and journalist. Worthen says she has “way too risk-averse a temperament to be a full-time journalist,” but one advantage of journalism is that it provides “an excuse to ask people questions.”

Emma Green, a journalist at The New Yorker, has also covered religion in her writing and spent time engaging with people and communities who hold a wide variety of beliefs. Green believes that “the most interesting stories are often about the debates communities are having within themselves.” These debates aren’t just about religion. In communities of all kinds, people with different and often opposing beliefs navigate disagreements with their best friends, neighbors, and family members as they engage with polarizing issues and try to find ways to coexist.

The process of interviewing people with differing worldviews and beliefs can bring challenges, but both Worthen and Green have found that those challenges are not insurmountable. “If you do your homework and you really make a good-faith effort to learn where a person is coming from,” Worthen says, “they will tell you their story. They will not shut down.”

Worthen has spent time with a community of Russian Orthodox Old Believers in Alberta. It was an opportunity to make a “concerted effort to really get inside the worldview of someone very different from myself.”

Green has also spent time talking to and learning from religious communities. She published an article about Hyattsville Mennonite Church in Pennsylvania, which had been welcoming gay members for over a decade and had originally been “disciplined” by the Allegheny Mennonite Conference for its open acceptance of homosexuality. A decade later, the Conference gathered to determine whether the Hyattsville church should be allowed to rejoin the Conference or be removed from it altogether. (A third option, according to Green’s article, was to dissolve the Conference.) Green was struck by how the Mennonite community approached the dispute. They followed the formal “Robert’s Rules of Order,” but they also sang together in four-part harmony. The central dispute, Green says, was “about whether they could stay in community with one another.” Ultimately, the gay members were allowed to stay, though Green says that some people left the congregation in protest.

Polarization is a word we hear a lot, but why is it that we seem to have such a hard time finding common ground when it comes to important—or even seemingly unimportant—issues? Worthen points out that there seems to be a new survey every few years showing that “humans are generally impervious to evidence” that goes against our existing beliefs.

“Barraging a human with evidence doesn’t really work,” Worthen says. According to her, theologians and philosophers have long said that “we are depraved, irrational creatures, and the social science has finally caught up with that.”

This hesitancy to even consider evidence that conflicts with our existing beliefs has implications on public trust in science. Too often, “believing in science” takes on political implications. 

According to Pew Research Center, only 13% of Republicans have “a great deal” of confidence in scientists, compared to 43% of Democrats. “Many people on the left think of the universities as belonging to them,” says Worthen, leading to a greater sense of trust in science. “There is a desire on the left to want science to line up” with their political views, Green agrees, but good science isn’t inherently aligned with a particular political party. Science involves uncertainty and “iterative self-correction,” Worthen says, but even acknowledging uncertainty can spawn controversy. And when science doesn’t perfectly align with someone’s political or ideological beliefs, it can make people uncomfortable. For instance, Worthen believes that “the retreating date of viability” for fetuses and better fetal imaging technology is “provoking… discomfort on the left” in conversations about abortion.

Evolucionismo_Teísta.jpg by Felipe Ligeiro FL on Wikimedia Commons. Licensed under the Creative Commons Attribution-Share Alike 4.0 International license.

Similarly, evidence from evolutionary biology can be hard to reconcile with deeply held religious beliefs. Worthen describes an interview she did with Dr. Nathaniel Jeanson. He has a Ph.D. from Harvard in cell and developmental biology, but he is also a Young Earth creationist who believes the earth was created by God in six days. There are “plenty of conservative Christians who understand those days as metaphors,” Worthen says, but Jeanson takes the six-day timeframe described in the Bible literally. In Worthen’s article, she says that Jeanson “dutifully studied evolutionary biology during the day and read creationist literature at night.” One thing Worthen admired in Jeanson was his willingness to be “honest about who we are”: not very open to new evidence.

“I think very few humans are anti-science,” Worthen says. “It’s more that humans are selectively pro-science.”

It isn’t just politics that can cause people to distrust science. Green points out that people who have had frustrating experiences with traditional healthcare may look for “other pathways to achieving a sense of control.” When patients know that something is wrong, and mainstream medicine fails them in some way, they may turn to alternative treatments. “That feeling of not being understood by the people who are supposed to know better than you is actually pretty common,” Green says, and it can fuel “selective distrust.”

It can be helpful, Worthen says, for a clinician to present themselves as someone trustworthy within a larger system that some patients view as “suspect.”

Distrust in public health authorities has been a recurring theme during the Covid pandemic. Green recalls interviewing an orthodox Jewish man in New York about his community’s experiences during the pandemic. Many Orthodox Jewish communities were hit hard by Covid, and Green believes it’s important to recognize that there were many factors involved. Even well-meaning health officials often lacked the language skills to speak dialects of Yiddish and other languages, and the absence of strong, pre-existing relationships with Orthodox communities made it harder to build trust in the middle of a crisis.

Worthen spoke about vaccine hesitancy. “For most of the population who has gotten the [Covid] vaccine,” she says, “it’s not because they understand the science but because they’re willing to ‘outsource’” their health decisions to public health authorities. It is “important not to lose sight of… how much this is about trust rather than understanding empirical facts.”

Finally, both speakers discussed the impacts of social media on polarization. According to Green, “information ecosystems can develop in social media and become self-contained.” While “there are a lot of people out there who are quacks who purport to be experts,” social media has also created public health “stars” who offer advice and knowledge to a social media audience. Even that, however, can have downsides. “There isn’t a lot of space for uncertainty, which is a huge part of science,” Green says.

Worthen, meanwhile, believes that “social media is one of the main assets destroying our civilization…. I would encourage everyone to delete your accounts.”

Polarization is pervasive, dangerous, and difficult to change. “As a journalist, I basically never have answers,” Green says, but maybe learning from journalists and their efforts to understand many different perspectives can at least help us begin to ask the right questions. Learning to actually listen to each other could be a good place to start.

Post by Sophie Cox, Class of 2025

What Should We Do with the Works of “Immoral Artists”?

How should we engage with books, songs, or other works of art created by artists, dead or alive, who have done bad things or hold morally problematic views?

The list of artists who have been accused of doing or saying disparaging, criminal, or morally reprehensible things is long. Paul Gauguin. Michael Jackson. Woody Allen. J.K. Rowling. Kanye West. Pablo Picasso. R. Kelly. Louis C.K. Bill Cosby. Many more.

J.K. Rowling, the author of the landmark Harry Potter series, has become controversial because of her 2020 tweets about transgender people.

It’s one thing to firmly condemn their actions and reject their beliefs. But what should we do with their art—as individuals and as institutions?

The Kenan Institute of Ethics recently held a conversation to discuss exactly that issue. The discussion was moderated by Jesse Summers, Ph.D., and featured speakers Erich Hatala Matthes, Ph.D., Associate Professor of Philosophy at Wellesley College and author of “Drawing the Line: what to do with the work of immoral artists from museums to the movies,” and Tom Rankin, Professor of the Practice of Art and Documentary Studies and Director of the MFA in Experimental and Documentary Arts at Duke University.

Why should we care about morality in art, anyway? Why not just appreciate the art and separate it from the artist?

Matthes believes that in some cases, “to not engage with the moral dimensions of a work would be to not take the work seriously.” He thinks Shakespeare’s works belong in this category. “Trickier cases,” he adds, “might come from works that aren’t explicitly engaged” with morality, but even in those cases, “the moral life of the artist can actually become a lens through which to read aspects of the work.”

Film director Woody Allen with his wife and former step-daughter Soon Yi Previn in 2009. (David Shankbone via Wikimedia Commons)

We already consider context when viewing art, not just “formal features of the work.” What was the artist responding to? What were the politics at the time? Matthes believes it makes sense to consider the “moral life” of the artist, too. That “doesn’t mean the artist’s moral life is always going to be relevant” to engaging with the art, but he thinks it’s worth at least acknowledging.

According to Rankin, “When we look at a piece of art or hear something, what we hope is that it propels us” to consider moral issues. How, he asks, can we not look at a painting or photo and wonder, “Where did this come from? Who made it? What was their agenda? What is their point of view? What was their background?”

So where does that leave us, Rankin asks, when it comes to “work that was made a hundred years ago but is really powerful… and yet when we look at it a hundred years later it has all kinds of flaws?” Should museums remove paintings by famous artists if racist or sexist views come to light? Should individuals boycott books, songs, and video games created (or inspired) by artists who have made harmful statements toward individuals or groups of people? How should college classes address works by immoral artists?

Matthes says the term “immoral artists” in his book is intentionally provocative. “I don’t actually think it’s productive” to think of people as good or bad, moral or immoral, he says. “There’s a huge range” in the morality or lack thereof in artists’ actions, and Matthes believes there should also be a range in our responses, but he doesn’t believe that “great art can ever just excuse immorality.” He wants to reject the idea that “artists need to be a little inhuman” and “outside the norms of society.” He thinks that mindset encourages us to think of artists as not subject to the same rules. They should not be “immune to moral criticism,” he says.

Rankin agrees: “I do balk a little bit at having to be the one to decide who’s bad and who’s good,” but at the same time, he believes that “artists make work in response to who they are.” So “What do we confront first? The life of the artist or the work itself? It’s not one or the other,” he says.

Both speakers believe that context is often key to interpreting and evaluating art. Matthes says that it might be “really obscene” to choose Michael Jackson music at your wedding if you know one of your guests has experienced child abuse, given the child sexual assault allegations against Jackson. However, Matthes doesn’t believe that completely “cancelling” Jackson’s music is the solution, either.

Similarly, Matthes doesn’t believe that “we should necessarily continue with big exhibitions honoring Paul Gauguin,” a painter who had sexual relationships with young girls and employed racist terminology. According to Matthes, Gauguin “represents a paternalistic energy of a particular time” that we should “interrogate.” As for the notion that we should extend a degree of lenience to historical artists and view them as a product of their times, Matthes is “disinclined” to think of morality as relative to time period. The time when a work of art was created might affect how we engage with it or assign blame, but “Gauguin did a lot of morally horrific things, and the fact that it was in a different time and place doesn’t change that.”

Nevertheless, Matthes thinks we can and should still engage with and respond to the work of “immoral artists.” His concern, he says, is that taking art off of walls and bookshelves and not talking about it “isn’t reckoning with the legacy.” He also doesn’t “see a reason to put certain types of art on a pedestal and treat them differently…. Artistic expression is a fundamental part of human life.”

What if an individual doesn’t want to engage with such art at all? What if the actions of an artist, dead or alive, are so objectionable to someone that they want nothing to do with it? Matthes is okay with that attitude, though he does think it’s “missing an opportunity.”

Completely disengaging from art on account of its creator’s moral life “feels like a way of not taking the moral criticism seriously,” Matthes says. “It’s not something you would be wrong to fail to do,” but he believes in engaging with moral issues, even those that “it would be easier to just ignore.”

Michael Jackson’s album Thriller sold 32 million copies in 1983.

But he acknowledges that personal identities can play a role in how or whether we engage with the work of immoral artists. Matthes believes it’s important to consider “the position you’re coming from” when you read or think about these issues. On the other hand, people and groups who may be more directly impacted by an artist’s problematic views “also have really thoughtful, nuanced ways” of engaging—or not engaging—with the art.

Matthes believes that “we have a lot of moral latitude when it comes to our individual engagement” with art. He finds it difficult to make the argument that reading, listening to, or viewing art in your own home is directly harmful to others, even if the artist in question is still alive.

Summers, meanwhile, points out that if someone is upset by an artist, there could be cases where “you’re taking it out on your friends… when you should be taking it out on the band.”

Institutions like universities, however, might need to take further considerations. “Different moral norms might apply,” Matthes suggests, “based on the positions of power we occupy.” Classrooms, for instance, are a “semi-public” space. They can help provide context in conversations about “morally problematic art” and encourage people to “think really carefully and critically.” If a class is going to engage with such topics, though, Matthes thinks it’s important to spell that out to students beforehand.

Powerful conversations can take place outside of classrooms, too — in book clubs and even informal conversations with friends. “You don’t want to let the moral concerns completely drive the bus” when engaging with art, Matthes says, “but I think it’s important not to ignore them.”

Rankin concludes by reminding us that it isn’t just artists who face decisions about how to respond to the world. For instance, even among those who don’t think of themselves as photographers, anyone who carries a cell phone is making choices every time they take a photo — about what they’re presenting and why.

Post by Sophie Cox, Class of 2025

For Weary Scholars, a Moment to Regroup, Reconnect…and Write

DURHAM, N.C. — English professor Charlotte Sussman doesn’t get much time in her role as department chair to work on her latest book project, an edited collection of essays on migration in and out of Europe.

“At least not during daylight hours,” Sussman said.

But a recent workshop brought a welcome change to that. Sussman was one of 22 faculty who gathered Dec. 13 for an end-of-semester writing retreat hosted by the Duke Faculty Write Program.

Duke faculty and staff gather for an end-of-semester writing retreat.

Most of them know all too well the burnout faculty and students face at the end of the semester. But for a few precious hours, they hit pause on the constant onslaught of emails, meetings, grading and other duties to work alongside fellow writers.

The participants sat elbow-to-elbow around small tables in a sunlit room at the Duke Integrative Medicine Center. Some scribbled on pads of paper; others peered over their laptops.

Each person used the time to focus on a specific writing project. Sussman aimed to tackle an introduction for her 34-essay collection. Others spent the day working on a grant application, a book chapter, a course proposal, a conference presentation.

Jennifer Ahern-Dodson, Ph.D.
Jennifer Ahern-Dodson, Ph.D.

“We have so many negative associations with writing because there’s always something more to do,” said associate professor of the practice Jennifer Ahern-Dodson, who directs the program. “I want to change the way people experience writing.”

Ahern-Dodson encouraged the group to break their projects into small, specific tasks as they worked toward their goals. It might be reading a journal article, drafting an outline, organizing some notes, even just creating or finding a file.

After a brief workshop, she kicked off a 60-minute writing session. “Now we write!” she said.

The retreat is the latest installment in a series that Ahern-Dodson has been leading for over 10 years. In a typical week, most of these scholars wouldn’t find themselves in the same room. There were faculty and administrators from fields as diverse as history, African and African American Studies, law, psychology, classics, biostatistics. New hires sitting alongside senior scholars with decades at Duke.

Peggy Nicholson, J.D., Clinical Professor of Law, writing alongside colleagues from across campus

“I really like the diversity of the group,” said Carolyn Lee, Professor of the Practice of Asian and Middle Eastern Studies. “It’s a supportive environment without any judgement. They all have the same goal: they want to get some writing done.”

Sussman said such Faculty Write program get-togethers have been “indispensable” to bringing some of her writing projects over the finish line.

Participants say the program not only fosters productivity, but also a sense of connection and belonging. Take Cecilia Márquez, assistant professor in the Duke History Department. She joined the Duke faculty in 2019, but within months the world went into COVID-19 lockdown.

“This was my way to meet colleagues,” said Márquez, who has since started a writing group for Latinx scholars as an offshoot.

The writing retreats are free for participants, thanks to funding from the Office of the Dean of Trinity College of Arts and Sciences and the Thompson Writing Program. Participants enjoy lunch, coaching and community in what’s normally a solitary activity.

“I appreciate the culture of collaboration,” said David Landes, who came to Duke this year as Assistant Professor of the Practice in Duke’s Thompson Writing Program. “In the humanities our work is intensely individualized.”

Assistant Professor of Biostatistics & Bioinformatics Hwanhee Hong (left) and Adam Rosenblatt, Associate Professor of the Practice in International Comparative Studies (right)

Retreats are one of many forms of support offered by the Faculty Write program: there are also writing groups and workshops on topics such as balancing teaching and scholarship or managing large research projects.

“One of the distinguishing features of Faculty Write is the community that extends beyond one event,” Ahern-Dodson said. “Many retreats are reunions.”

After two hours of writing, Ahern-Dodson prompted the group to take a break. Some got up to stretch or grab a snack; others stepped outside to chat or stroll through the center’s labyrinth at the edge of Duke Forest.

It’s more than just dedicated writing time, Ahern-Dodson said. It’s also “learning how to work with the time they have.”

The retreats offer tips from behavioral psychology, writing studies, and other disciplines on time management, motivation, working with reader feedback, and other topics.

As they wrap up the last writing session of the day, Ahern-Dodson talks about how to keep momentum.

“Slow-downs and writing block are normal,” Ahern-Dodson said. Maybe how you wrote before isn’t working anymore, or you’re in a rut. Perhaps you’re not sure how to move forward, or maybe writing simply feels like a slog.

“There are some things you could try to get unstuck,” Ahern-Dodson said. Consider changing up your routine: when and where you write, or how long each writing session lasts.

“Protect your writing time as you would any other meeting,” Ahern-Dodson said.

Sharing weekly goals and accomplishments with other people can help too, she added.

“Celebrate each win.”

Ultimately, Ahern-Dodson says, the focus is not on productivity but on meaning, progress and satisfaction over time.

“It’s all about building a sustainable writing practice,” she said.

Ahern-Dodson leads an end-of-semester writing retreat for Duke scholars.

Coming soon: On Friday, Jan. 27 from 12-1 p.m., join Vice Provost for Faculty Advancement Abbas Benmamoun for a conversation about how writing works for him as a scholar and administrator. In person in Rubenstein Library 249 (Carpenter Fletcher Room)

Get Involved: Faculty and staff are invited to sign up for writing groups for spring 2023 here.

Learn more about sustainable writing practices: “The Productivity Trap: Why We Need a New Model of Faculty Writing Support,” Jennifer Ahern-Dodson and Monique Dufour. Change, January/February 2023.

Robin Smith
By Robin Smith

Anyone Can Be a “Math Person”

Dr. Francis Su, a mathematician and professor at Harvey Mudd College and the author of “Mathematics for Human Flourishing,” wants you to know that math can be beautiful. As these “infinitely quartered” squares show, 1/4 + 1/(42) + 1/(43) + … = 1/3. Image attribution: Tdadamemd, via Wikimedia Commons, under Creative Commons CC0 1.0 Universal Public Domain Dedication

Francis Su, Ph.D., visited Duke to talk about math. He began by talking about art.

Su, a mathematician and professor at Harvey Mudd College, displayed “Hope,” an 1886 painting by George Frederic Watts. He asked the audience to look at it, really look at it, and think about what’s happening in the painting. At first glance, it shows a blindfolded woman holding a wooden object. She seems to be in pain. But the more time we spend looking, the more we notice. We might notice that there’s a single star above her. We might notice that the wooden object is a lyre with only one string left attached. We might notice, too, that the woman is plucking that final string and straining to hear its music. 

If we take the time to explore the history of the painting, we might learn that Martin Luther King, Jr., talked about the same painting in a sermon. Su quoted a line from that sermon: “Who has not had to face the agony of blasted hopes and shattered dreams?” We find beauty in art, and often we find it relatable as well. Art invites us to look closer, to wonder, to feel, to ask questions, to imagine.

“Why,” Su asks then, “don’t we approach mathematics the way that we approach art?”

Professor Francis Su’s book, “Mathematics for Human Flourishing.”

Whether we consider ourselves “math people” or not, we rarely if ever hear mathematics discussed as an affirmation of human virtues and desires—love, beauty, truth, the “expectation of enchantment.” Su wants to change that. In his book “Mathematics for Human Flourishing” and in his talk at Duke, he envisions mathematics as beautiful, inclusive, and accessible to anyone.

Along with the painting “Hope,” Su’s first slide shows a quote by Simone Weil: “Every being cries out silently to be read differently.” Simone Weil, according to Su, was a “French religious mystic” and “widely revered philosopher,” but she also had a deep interest in math. Her older brother, André Weil, was an influential mathematician whose mathematical achievements often overshadowed her own. In a letter to a friend published posthumously in the book “Waiting for God,” Simone Weil wrote: “I did not mind having no visible successes, but what did grieve me was the idea of being excluded from that transcendent kingdom to which only the truly great have access and wherein truth abides.” Su sometimes wonders how Simone’s relationship to mathematics would have been different if André had not been her brother. Again, “Every being cries out silently to be read differently.” According to Su, when Simone Weil speaks of “reading” someone, she means “to interpret or make a judgment about them.”

Su has a friend, Christopher Jackson, who is an inmate in a high-security prison, serving a thirty-two year sentence for involvement in armed robberies as a teenager. When you think about people who do math, Su asks, would you think of Chris?  “We create societal norms about who does math,” and Chris doesn’t fit those norms. And yet he has been studying mathematics for years. After studying algebra, geometry, trigonometry, and calculus while in prison, he sent a letter to Su requesting help in furthering his mathematics education. The two men still correspond regularly, and Chris is now studying topology and other branches of mathematics.

“Every being cries out silently to be read differently.”

Why do math in the first place? Just as you can take your car to a mechanic without fully understanding how it works yourself, we might think of math as “only for the elite few” or perhaps as “a means to an end,” a tool “to make you ‘college and career ready.’” Su sees it differently. He views math in terms of human flourishing, “a wholeness of being and doing.” He points to three words from other languages: eudaemonia, a Greek term for “the overarching good in life”; shalom, a Hebrew word often used as a greeting and roughly translated as “peace”; and salaam, an Arabic word with a similar meaning to shalom.

The pattern on Romanesco broccoli is a fractal, common in both math and nature. Image credit: Francis Su

“What attracts me to music,” Su says, “isn’t playing scales over and over again.” But once you “experience a symphony,” you might see the value in playing scales. Can we learn to think of math the same way? Here, Su quoted mathematician Olga Taussky-Todd: “The yearning for and the satisfaction gained from mathematical insight brings the subject near to art.”

Beauty and awe probably aren’t the first words that come to mind when most of us think of math, but Su believes math can unlock “transcendent beauty.” He references a quote by C.S. Lewis: “the scent of a flower we have not found, the echo of a tune we have not heard, news from a country we have never yet visited.” That is what math at its best can do for us. It can help us see the big picture and realize that we’re “just scratching the surface of something really profound.”

“Math is not a single ‘ability,’” Su says. “In reality, math is a multi-dimensional set of virtues.” When learning or teaching math, we often focus more on skills like recalling facts and algorithms, factoring polynomials, or taking a derivative. But Su believes more important lessons are at play: virtues like persistence, creativity, a thirst for deep knowledge, and what he calls the expectation of enchantment. And, he says, employers are often much more interested in virtues than in skills. “If you want to be really practical about this—and I don’t, with mathematics, but if you do—then it’s actually the virtues that are more important than the skills,” Su says.

One basic human desire that Su believes math can help fulfill is the desire for truth, which, in turn, can help build virtues like a thirst for deep knowledge and the ability to think for oneself, which can help us figure out what’s true instead of just blindly trusting authorities. “Truth is under attack,” Su says. “Misinformation is everywhere.” Su wants to teach his students “to think, to be ‘that person who doesn’t need to look at the Ikea instructions.’” But he also wants them to view math as more than just a means to an end. “It’s my responsibility to help my students remember the beauty” in math and to understand that their dignity as human beings isn’t dependent on their grades.

Along with truth and beauty, he believes math can and should bring opportunities for exploration and discovery. “My role isn’t to be a teacher,” he says. “My role is to be a co-explorer.” He recalls his own excitement when he first saw a Menger cube, or Menger sponge, cut along its diagonal. The resulting cross-section is beautiful and, yes, enchanting. “What would it look like for classrooms to be like that?” During the pandemic, Su started adding more reflection-focused questions to his exams, questions like “Consider one mathematical idea from the course that you have found beautiful, and explain why it is beautiful to you.” Even more traditional math questions can be phrased in an “exploratory” way. Su gives the example of a question that asks students to make two rectangles, one with a bigger perimeter and one with a bigger area.

A visual representation of Nicomachus’s Theorem.
Image from Cmglee, via Wikimedia Commons, licensed under Creative Commons Attribution-Share Alike 3.0 Unported.

Another desire or virtue important in the field of mathematics is justice. Su wants math to be accessible to all, but not everyone has had positive experiences with math or feels like they belong there. As an analogy, Su talks about receiving dishes from a “secret menu” when visiting certain Chinese restaurants with friends who are fluent in Chinese. When he goes there on his own and requests the “secret menu,” however, he is sometimes turned away or told that he wouldn’t like those dishes. “Are people side-by-side in the same restaurant having different experiences” in math, too? “Who are you to say they do or don’t belong in mathematics?”

Even Su himself hasn’t always had wholly positive experiences in math. One of his professors once told him he didn’t “have what it takes to become a successful mathematician,” and he almost quit his Ph.D. program. Instead, he switched to a different advisor who had encouraged him to stick with it. Meanwhile, he surrounded himself with people who could remind him why he loved math. Math as a field can be competitive, but “if you think of mathematics as human flourishing… then that’s not a zero-sum game anymore.” 

In Su’s words, “we’re all math teachers” because “we all pass on attitudes about math to others.” He says studies show that parents can pass on “math anxiety” to their kids. But Su encourages people to “believe that you and everyone can flourish in mathematics.” Simone Weil. Christopher Jackson. And you. 

Who will you read differently?

Post by Sophie Cox, Class of 2025

Library Shakedowns: Book Bans and Censorship

“I started thinking about how I might be different, how my life might be different, how my conversations might be different, if [‘To Kill a Mockingbird’] had not been a book that I was able to read in the 8th grade… to keep reading and reading again,” recounted Professor Kisha Daniels in her opening remarks of last month’s “Policing Pages” panel. 

Professor Kisha Daniels is an Assistant Professor of the Practice of Education at Duke University and the moderator of Duke Alumni Lifelong Learning “Policing Pages: The American Classics” event.

What truly is more formative in the awkward, acned stretch of middle school than Lip-Smackered gossip and English class? Yellow page paperbacks, palimpsests of doodles and students from years past. Purchased on teacher budget scraps and booster club wrapping paper sales, Shakespeare, Orwell, a hundred used copies of “Tuck Everlasting”: stained, dog-eared, and coverless

Psychology and neuroscience researchers agree that reading (and, thus, books like “To Kill a Mockingbird”) weaves tapestries of yarny neurons and synapses, beneficial for the development of social-emotional skills, empathy, and creativity during childhood and adolescence. 

Yet, America has recently witnessed persistent efforts to ban certain titles from K12 schools. In 2004 and 2005, for example, Stanford Middle (here in Durham) challenged the inclusion of “To Kill a Mockingbird” in its own library, citing the novel’s use of racial slurs.

It ultimately was not removed from the shelves, but the book remains one of the most challenged/banned titles in U.S. school history.

Professor Sarah Ludington, a Duke Law faculty member and director of the First Amendment Clinic

In 2021, the American Library Association reported an unprecedented 729 book challenges. So why, Daniels prompted, are we seeing such a high number of banned books? And why now?

Before answering this, Professor Sarah Ludington clarified some of the misleading rhetoric propagated by the popular media. “’Banned books’ is more of a slogan,” she explained. More accurate is the idea of challenging a book, whether in a library or on the class curriculum. This does not necessarily mean the book will be outright banned or even removed from the shelf or, if it is banned, permanently. In fact, books can be reinstated, even after their removal, back to their shelf and the occasional dust bunny.

In North Carolina, such a statute exists in state law that bars an individual, like a single librarian, teacher, or parent, from undemocratically removing or banning a book. Instead, local administrative boards must take a vote.

PBS’s “Books Behind Bars”
Illustration by: Jane Mount

University Librarian Joseph Salem argued that social media platforms, like Facebook, and online groups, like Moms for Liberty, create tectonic shocks that trigger tidal waves of book challenges. They’re echo chambers: amplifying calls to remove specific books from school libraries, ping-ponging literary “hit-lists” through cyberspace with titles such as: “The Handmaid’s Tale” by Margaret Atwood, “Of Mice and Men” by John Steinbeck, “The Kite Runner” by Khaled Hosseini, and “Beloved” by Toni Morrison (you can take a look at the full list here).

Joseph Salem is Duke’s newest University Librarian and Vice Provost for Library Affairs

These books disproportionately feature marginalized voices and are often “charged and sentenced” for containing “LGBTQ content, profanity, and/or sexual references.”

As we’re all aware, what once was local news can quickly leach into national discourse. A book ban in a rural Ohio county, for example, can be picked up by the local media, trend on Twitter, disseminate through Facebook until someone, say, in Texas or Arkansas or North Carolina decides they too want to challenge said book in their own school district.

This book-banning rhetoric and its implications are present elsewhere in education-related conversations. Take, for example, Florida’s dubbed “Don’t Say Gay” bill. In March, lawmakers in the Sunshine State argued that merely mentioning sexual orientation/gender identity in primary school settings is grounds for a lawsuit on the basis that such content is innately “sexually explicit,” no matter its context.

However, challenging certain books and even passing certain laws are usually not intentionally malicious acts. It is indisputable that some books simply do not belong on school bookshelves. A medical textbook, Ludington analogized, wouldn’t make sense in a library for children just learning how to read. But, in a high school with a more mature student body, its inclusion wouldn’t bat an eye. Further, in the U.S. more generally, First Amendment rights do not extend to all forms of speech anyways, including but not limited to “obscenity, child pornography, fighting words, and the advocacy of imminent lawless action.”

And though societal concern over the well-being of children is well-intentioned, it can often be misguided or out-of-proportion.

I don’t think it’s too outrageous to consider children as sentient and receptive, whether to new ideas, new perspectives, and/or new people.

Still, in the United States, a number of moral panics, concerning everything from poisoned Halloween candy to “Dungeons & Dragons” to subliminal messaging in rock music to Tide Pods, have been cause for parental concern.

In 1985, for example, Tipper Gore bought Prince’s “Purple Rain” album for her 11-year-old daughter and was shocked by its age-inappropriate lyrics. She took her concern to the Senate in a series of Congressional hearings which, though largely mocked, called for a music rating system like the kind adopted by Hollywood for movies. 

In 1985, Frank Zappa, Dee Snider and John Denver (from left to right respectively) testified before the Senate against music censorship and the Parents Music Resource Center (P.M.R.C.). Notably, John Denver advocated for his song “Rocky Mountain High.

Dee Snider, Frank Zappa, and John Denver somehow managed to assemble into the eclectic “primary counsel” for the musical defense and eloquently argued that labeling and banning albums is akin to censorship.

Gore’s campaign was ultimately unsuccessful.

But, it’s not difficult to see how censorship concerns voiced in the Senate in the 80s mirror the ones voiced today.

Ludington, a self-proclaimed First Amendment enthusiast, added that “…inherent in our idea of freedom of speech is this notion that truth emerges from robust dialogue… The best way to counteract whatever pernicious effect there might be, say from a book that you wanted to ban, is actually to read the book and reason against it.” 

This kind of civil discourse is an idealism baked into the “apple pie” of American democracy. Quite arguably the Golden Delicious themselves. Over the course of U.S. history, there have been just and unjust efforts to suppress individuals’ freedom of speech. Take the infamous “yelling FIRE in a crowded theater” anecdote. 

Experts concur, however, that most censorship is unproductive and often does little to actually stymie the ideas it so desperately wants to quash. In fact, as Daniels pointed out, banning books from school libraries typically does not decrease their readership and can actually drive their sales up. 

But the implications of book banning run deep, implying that, as a society, there is little value in responsibly harboring and learning from certain (and often difficult) materials. 

Salem described a collection on hate groups, gathered by the Southern Poverty Law Center and possessed by the Duke University library. He said, “If we take a step back for a moment and think that everything in the Duke University library… is something we endorse without understanding the complexity of why we might have it, either to learn from it as a good or bad example… one might say that owning or stewarding means that we support what’s in that collection. I would push back on that vehemently. It doesn’t comport with our values at all.” 

After book banning efforts in school libraries reached an all time high in 2021, 2022 is trending to exceed last year’s figure.

Instead of arguing with disgruntled parents and Facebook groups, many underpaid librarians and teachers, Salem described, choose to self-censor, quietly removing contentious titles from their shelves to avoid unfair accusations lobbied at them in heated PTO meetings, over angry phone calls, or during school board votes. 

To oppose this form of censorship, Daniels, Ludington, and Salem agreed: Read the books! Parents, Facebook group members, and legislatures alike, read before challenging, before banning, and then after banning. Reading is really the preeminent way to avoid unnecessarily suppressing free speech in schools; to introduce yourself to new ideas, to new discourse, and to new perspectives. Daniels put it best, “The book is innocent until proven guilty.”

Give it a fair trial.  

In Harper Lee’s “To Kill a Mockingbird,” Atticus describes empathy to Scout in a way which resonates with many of the “Policing Pages” talking points, saying: “You never really understand a person until you consider things from his point of view… until you climb into his skin and walk around in it.”

If interested in the “Policing Pages: The American Classics” discussion, click here to watch.

If interested in resources on book banning, check out the American Library Association for more information.

By Alex Clifford, class of 2024
By Alex Clifford, class of 2024

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