When Dar, the main character in Alexandria, muses on the idea of development, he says: “To believe that our own assumptions, our own beliefs, are the only ones that are acceptable, is to live in a world without harmony” (pg. 147). This sentiment is similar to C.S. Lewis’ worries in “The Abolition of Man”, where he contends that a relativism-embracing society that rejects objective standards is destined for a nightmarish future. Dar’s warnings about “men without chests,” those without a moral compass- who are readily influenced by their own appetites- are reminiscent of Lewis’ cautions about the dangers of such people.
The Florida College System Presidents recently sent a letter outlining their commitment to promoting intellectual and academic freedom, viewpoint diversity, and the pursuit of truth in teaching and learning. The letter continues, “the FCS presidents will ensure that all initiatives, instruction, and activities do not promote any ideology that suppresses intellectual and academic freedom, freedom of expression, viewpoint diversity, and the pursuit of truth in teaching and learning” (FCSP 1). The letter rejects critical race theory and associated ideas because it believes they may be suppressive. The Florida College System’s position is consistent with C.S. Lewis’s warnings in “The Abolition of Man” on the perils of educational systems that prioritize ideology above indisputable facts. Lewis believed that the purpose of education should not be to promote a specific ideology or worldview but rather to enhance students’ capacity for reason and the recognition of objective realities. The presidents of the Florida College System also stress their dedication to fostering an atmosphere where academic pursuits can be pursued by teachers and students without hindrance and without discrimination. They want to foster an environment of trust and freedom where all viewpoints are embraced and critical thinking is encouraged.
How history and identity are taught in schools has recently been the subject of intense debate. The conflict between promoting critical thinking and objectivity and promoting a specific worldview may be seen in this debate. A larger disagreement about how to handle issues of diversity, equity, and inclusion is reflected in the discussion surrounding critical race theory and notions that are related to it. One camp contends that these ideas are essential for comprehending and resolving systematic injustices, while the opposing camp views them as advocating a harmful and polarizing worldview. The Florida College System Presidents’ dedication to equality, justice, merit, polite discourse, and intellectual liberty demonstrates a desire to reach a consensus in this argument. They reject any institutional practice, rule, or academic mandate that forces acceptance of critical race theory or associated ideas. They do, however, acknowledge that critical race theory may be included in the curriculum of a postsecondary course if it is presented objectively as one of several theories. There is some hope for peace and harmony in Alexandria’s conclusion. Dar, who had been resisting the tyrannical government in Alexandria, comes to the conclusion that using violence and anger will only make things worse. He decides to show his former adversaries forgiveness and friendship, paving the way for continued peace. Similarly, in the school debate, it is only through empathy, understanding, and dialogue that we can hope to bridge the gap between different perspectives and find a way forward.