Safety is an Illusion

"Security is mostly a superstition. It does not exist in nature, nor do the children of men as a whole experience it. Avoiding danger is no safer in the long run than outright exposure. Life is either a daring adventure, or nothing."
- Helen Keller

In her book The Open Door, Helen Keller argues that security is mostly an illusion. These words resonate deeply in today's educational landscape. As schools increasingly promote the concept of safe spaces, trigger warnings, and microaggressions, it is of utmost importance to urgently question whether these measures effectively protect students or merely postpone their exposure to potentially threatening or disagreeable ideas and concepts.

In their influential work, "The Coddling of the American Mind," Jonathan Haidt, a social psychologist, and Greg Lukianoff, a constitutional lawyer, present compelling evidence that despite the growing prevalence of safe spaces and related practices, mental health diagnoses among students have been sharply on the rise. This raises concerns about the efficacy of these protective measures and suggests that a different approach may be necessary.

Haidt believes that an increase in safetyism during early childhood development has led to a lack of exposure to conflict and uncomfortable situations, resulting in a fragile mindset during adolescence. Students who are unequipped to handle difficult situations and are exposed to conflicting ideas end up demanding safe spaces and trigger warnings. Often, educators forget that it was the students who originally demanded protection in schools, not the other way around. 

To combat the culture of safety in schools, educators should consider embracing the concept of anti-fragility, as described by Nassim Taleb in his book 'Antifragile.' Taleb argues that exposure to adversity can lead to significant positive benefits, much like how our immune system function improves through exposure to different viruses. By encountering and overcoming challenges, individuals can develop greater resilience and adaptability, especially over the long-term, offering a promising future for our educational system. 

In education, fostering anti-fragility would involve exposing students to a diverse range of ideas, even those that may be uncomfortable or disagreeable. This exposure can help students develop critical thinking skills, empathy, and the ability to engage in constructive dialogue with those who hold different viewpoints.

Cognitive behavioural therapy (CBT) offers a valuable framework for managing fears, phobias, and ideas that students may disagree with. CBT emphasizes the importance of confronting and reframing negative thoughts and beliefs, rather than avoiding them. By incorporating CBT principles into educational practices, students can learn to manage their emotional responses to challenging situations and develop greater psychological resilience.

To set an anti-fragility mindset in schools, educators can implement several strategies:

1. Encourage open and respectful dialogue: Create a classroom environment that promotes the exchange of diverse perspectives and encourages students to engage with ideas they may find challenging or uncomfortable.

2. Teach critical thinking skills: Equip students with the tools to analyze arguments, evaluate evidence, and form their own well-reasoned opinions.

3. Provide opportunities for controlled exposure: Gradually introduce students to increasingly complex and challenging ideas, allowing them to build resilience and adaptability over time.

4. Model anti-fragility: Educators should demonstrate their own willingness to engage with challenging ideas and model the behaviours they wish to see in their students.

By embracing anti-fragility, teachers can help students develop the skills and mindset necessary to thrive in an increasingly complex and diverse world. Rather than shielding students from adversity, we should equip them with the tools to navigate and grow from challenging experiences.

The potential long-term benefits of fostering anti-fragility in students are significant. Resilient and adaptable individuals are better prepared to face the challenges of personal and professional life, from navigating difficult relationships to overcoming setbacks in their careers. By learning to engage with discomfort and uncertainty, students can develop a growth mindset that will serve them well throughout their lives.

While the intention behind safe spaces and related practices may be noble, it is essential to recognize that safety is largely an illusion. By embracing the concept of anti-fragility and providing students with the tools to manage their exposure to challenging ideas and situations, educators can help create a generation of robust, thriving individuals who are prepared to face the complexities of the world head-on.

Helen Keller had every right to demand a safer environment, yet she chose to take a difficult but more fulfilling path. In a modern world filled with endless abundance, we have forgotten to nurture the adventurous spirit of youth. Without it, life is nothing.