I've taught at two colleges and based on my (purely) anecdotal experiences and attention to the climate, I'd say that the number of students and faculty interested in stifling or censoring ideas is small but also very, very noisy. They also have no sense of humor and college administrators as a group have no sense of humor or perspective, and they're chronically worried about accusations of indifference or insensitiv…
The problem with "balancing viewpoints" argument is that it isn't based on a critical ethos and so it cannot progress on the basis of logos. You can have a "balanced viewpoint" and still have debates about "whether the moon is made of the body of Vince Foster or not." There are certain ideas that just don't belong in a university setting because they are bunk and this has nothing to do with diversity of opinion. It s…
Dismissing something as a red herring without even bringing it up in a classroom avoids a key responsibility of an educator: students need to be able to recognize red herrings and respond to them as such. Red herrings occur in the real world. The role of the educator is not to dictate accurate information, it's to teach people how to critically process information.
The news, on the other hand, does have the responsibility to dictate accurate information. As such, the only opinions that matter are the opinions of experts, and those should be subservient to data. "Fair and balanced" doesn't often matter because if there are really two sides to the issue, the "information" isn't accurate enough to be presenting to an inexpert public anyway. Debates should happen between experts based on the data, without politicization, and news should report the results.