A Professor Explains Why He’s Pro-Trigger Warnings

News and views from academia.
May 29 2014 5:17 PM

Trigger-Happy

A professor explains why he’s pro-trigger warnings.

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Professors shouldn’t let surprises distract students from the material they’re supposed to master.

Photo by Shutterstock

This article originally appeared in Inside Higher Ed.

Trigger warnings in the classroom have been the subject of tremendous debate in recent weeks, but it’s striking how little the discussion has contemplated what actual trigger warnings in actual classrooms might plausibly look like.

The debate began with demands for trigger warnings by student governments with no power to compel them and suggestions by administrators (made and retracted) that faculty consider them. From there the ball was picked up mostly by observers outside higher ed who presented various arguments for and against, and by professors who repudiated the whole idea.

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What we haven’t heard much of so far are the voices of professors who are sympathetic to the idea of such warnings talking about what they might look like and how they might operate.

As it turns out, I’m one of those professors, and I think that discussion is long overdue. I teach history at Hostos Community College of the City University of New York, and starting this summer I’m going to be including a trigger warning in my syllabus.

I’d like to say a few things about why.

To start off, I think it’s important to be clear about what trigger warnings are, and what purpose they’re intended to serve. Such warnings are often framed—and not just by critics—as a “you may not want to read this” notice, one that’s directed specifically at survivors of trauma. But their actual purpose is considerably broader.

Part of the confusion arises from the word “trigger” itself. Originating in psychological literature, the term can be misleading in a nonclinical context, and indeed many people who favor such warnings prefer to call them “content warnings” for that reason. It’s not just trauma survivors who may be distracted or derailed by shocking or troubling material, after all. It’s any of us, and a significant part of the distraction comes not from the material itself but from the context in which it’s presented.

In the original cut of the 1933 version of the film King Kong, there was a scene (depicting an attack by a giant spider) that was so graphic that the director removed it before release. He took it out, it’s said, not because of concerns about excessive violence, but because the intensity of the scene ruined the movie—once you saw the sailors get eaten by the spider, the rest of the film passed by you in a haze.

A similar concern provides a big part of the impetus for content warnings. These warnings prepare the reader for what’s coming so their attention isn’t hijacked when it arrives. Even a pleasant surprise can be distracting, and if the surprise is unpleasant the distraction will be that much more severe.

I write quite a bit online, and I hardly ever use content warnings myself. I respect the impulse to provide them, but in my experience a well-written title and lead paragraph can usually do the job more effectively and less obtrusively.

A classroom environment is different, though, for a few reasons. First, it’s a shared space—for the 75 minutes of the class session and the 15 weeks of the semester, we’re pretty much all stuck with one another, and that fact imposes interpersonal obligations on us that don’t exist between writer and reader. Second, it’s an interactive space—it’s a conversation, not a monologue, and I have a responsibility to encourage that conversation as best I can. Finally, it’s an unpredictable space— a lot of my students have never previously encountered some of the material we cover in my classes, or haven’t encountered it in the way it’s taught at the college level, and don’t have any clear sense of what to expect.

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