Education in Safe and Unsafe Spaces

Recent student demands within the academy for "safe space" have aroused concern about the constraints they might impose on free speech and academic freedom. There are as many kinds of safety as there are threats to the things that human beings might care about. That is why we need to be very clear about the specific threats of which the intended beneficiaries of safe space are supposed to be relieved. Much of the controversy can be dissolved by distinguishing between "dignity safety," to which everyone has a right, and "intellectual safety" of a kind that is repugnant to the education worth having. Psychological literature on stereotype threat and the interventions that alleviate its adverse effects shed light on how students’ equal dignity can be made safe in institutions without compromising liberty. But "intellectual safety" in education can only be conferred at the cost of indulging close-mindedness and allied vices. Tension between securing dignity safety and creating a fittingly unsafe intellectual environment can be eased when teaching and institutional ethos promote the virtue of civility. Race is used throughout the article as the example of a social category that can spur legitimate demands for "dignity safe space."

The concept of intellectual safety in educational institutions between contextualization and consistency: مفهوم الأمن الفكري في المؤسّسات التعليمية مابين النسقية والاتساق

The present study aimed to identify the various philosophies of intellectual security and identify the intellectual influences that contribute to the formation of the concept of intellectual security and to highlight the role assigned to educational institutions in enhancing the concept of intellectual security. The descriptive analysis approach was used to achieve the goals of the study.The study is based on the analysis of the qualitative content of the concepts carried out on the subject of the study, whether directly or indirectly, to analyze and study it. The results of the study noted a kind of confusion and ambiguity which in turn led to difficulty in finding the mechanism that works to promote this concept, In the educational institutions, and that there is a kind of clear contrast in the concept of intellectual security between Islam and the West in the light of different philosophies, and represents the concept of intellectual security Islamic model of the ideal application, by keeping pace with developments and events steadily, which earned him a kind of flexibility, Aspects of life, various economic, political, social, cultural and others. And that the concepts of intellectual security - in a number of times - are different in priorities and contentions among the global communities according to their political, social, religious and cultural orientations. What is considered in Muslim society is the security of thought, in other systems it is a secondary matter that has no consideration.