My Review of Greg Lukianoff and Jonathan Haidt’s book THE CODDLING OF THE AMERICAN MIND
To my thinking, THE CODDLING OF THE AMERICAN MIND is really two books which I would rate very differently and as such the average overall rating (three stars) is misleading. The first three chapters are excellent and I would rate that portion of the book as four or five stars. They delineate the root causes behind many of the disturbing trends one sees in the thinking and conduct of undergraduates today and analyzes these causes in terms of Cognitive Behavioral Therapy (CBT). They distill their observations and recommendations into three lies and about nine pit falls in thinking CBT attempts to counteract. I found these ideas very helpful and continue to use them to analyze my own thinking. I will read these chapters over and over again.
I am much less sanguine about the second part of the book which provides anecdotes, supposedly in support of the early chapters. Reiterating the events at Evergreen State College was useful, but for most of the anecdotes and discussion, I found that the authors broke their own rules. They used labeling extensively without clearly defining their labels. Many of the labels were highly pejorative, yet as far as I could see the authors did not explain why the labels were appropriate. They seemed to engage in mind reading (another of the pitfalls) in that they seemed confident they knew what motivated the various non-university groups which they also seemed to blame for the anxiety-ridden undergraduate mindset.
When I finished and thought about what I had read, it seemed to me they were aiming for an “equality of blame” in their analysis of the anecdotes. This made no sense to me. The university administrations establish codes of conduct, enforce them, hire faculty, permit or exclude external speakers, and ultimately decide if they will support or not support teachers and students that are under attack for their views. Similarly the reading lists, course work, examinations, and grading are carried out by the faculty. Furthermore professors, by their own conduct and the way they approach questions provide examples to the students on how one should behave as one purses truth in an unbiased and objective manner.
It seems ludicrous to me to argue that outside forces or groups that have trouble even getting an invited speaker onto campus can share equal culpability for how students are turning out.
In summary, the early chapter are excellent and deserve a rating of four or five stars. The rest of the book, to my mind deserves only one or two stars. The average or overall rating, is perhaps, 2.5 to 3 stars.