When I explain that I am a registered Republican studying political science at Brown, people love to point out that Brown is very liberal - somehow thinking I never before realized. I laugh halfheartedly, nod my head to acknowledge their presumed novelty and proceed to explain the aptness of my choice. Going to a more conservative school would be playing political science on easy. I was up for a challenge. I wanted my political views to be tested rather than regularly corroborated. I wanted to hear others' opinions, and thus reconsider my own. In a nearly masochistic way, I dreamed I would gain from the personalized torture of a Socratic method I created for myself. In other words, I chose Brown not in spite of its liberalism, but in part because of it. And thankfully, to steal a phrase from Obama, my political views have been "evolving," to say the least - in no small part thanks to this decision. Some of my views have been strengthened, others inverted completely and others questioned to the point of uncertainty.
Of course, my autobiography here is all fine and dandy, but what does it mean for the larger student body here at Brown? It means that I can speak from experience that the exceptional education we receive here at Brown misses one crucial piece - the intellectual growth that results from exposure to a diversity of opinions.
While most students may believe their time is wasted learning conservatism given that they steadfastly disagree with these views, this is faulty reasoning. Learning about conservatism - both in its political and moral form - is essential to a complete and fulfilling education. Going to college is about more than acquiring knowledge; it is about growing intellectually and academically by having preconceived world views challenged and reconsidered. This intellectual growth is at the heart of a Brown education, and I believe that its centrality is one of our greatest strengths.
In class and on assignments we are constantly challenged to rethink the world and our own viewpoints, to understand the rich diversity of world cultures and to thus come to a better understanding of ourselves - even if we end up right where we started. Similarly, even if students leave Brown just as liberal as they came, being challenged by conservatism will have provided these views the depth, authenticity and intellectual foundation that will be essential to our futures.
But there's more. In addition to the benefits to our education, learning about conservatism here at Brown may actually help society. The truth is that the ideological homogeneity on Brown's campus is not reflective of the real world. While for many Brown students liberalism may just simply seem natural, the reality is that there are literally millions of Americans who support conservatism and consider it a valid political position. When a history, sociology or political science professor teaches liberalism as fact, they are effectively sending the message that this entire half of our political and social culture is not only meritless but also non-consequential. This is simply untrue. That ideological diversity exists across the country demands that we study and understand these conflicting views in order to form a more cohesive political, professional and social system. While divisiveness is seemingly a natural occurrence in America, we can reverse this process by recognizing and analyzing the legitimacy and merits of opposing views.
Of course, Brown at least in theory recognizes the importance of being presented a wide range of opinions. On its website it discusses "institutional diversity" and insists that "exposure to a broad range of perspectives, views and outlooks is key to fostering both breadth and depth in intellectual knowledge." It even makes mention that this includes "political ideology" - shocking, considering how little is done to attract conservative students or professors. Kudos to Garret Johnson '14 for pointing out the lack of effort by the administration to attract conservatives to campus in The Herald ("A different kind of diversity," Sep. 13, 2011), but let's take it a step further.
The administration could certainly do more to attract conservatives to Brown, to make it a part of our culture and curriculum and to encourage its teaching. However, on par with the responsibility of the administration is that of professors - those who have both the impetus and potential to introduce a more balanced curriculum. I know how much professors like to flaunt their liberalism and even make tongue-in-cheek comments about Republicans, and this is all fine. But ignoring conservatism as a mode of thought is detrimental to the students whom they are trying to teach. Professors should teach conservative views even if they themselves disagree with them in order to strengthen the legitimacy of their argument, encourage individual exploration by students and provide a more holistic education.
Perhaps just as significantly, responsibility to seek out conservatism lies within us as students. I'm not expecting Brown students to take a class on Christian fundamentalism, but perhaps simply to consider conservative thought. Asking yourself why you personally disagree with conservatism is a worthwhile exercise. This opportunity does exist. Go to a Brown Republicans meeting, read the Brown Spectator and engage any and all conservative students in order to understand the nuances of political ideology at Brown. While Brown is very liberal, there are conservatives among us. Do your best to try to understand these strange creatures, and in turn perhaps better understand yourself.
Alex Drechsler '15 is studying economics and political science. He is willing to talk with anyone - conservative or liberal or in between - and can be reached at alex_drechsler@brown.edu.
