Confessions of an Educational Heretic

Big Brother and Privacy. Computer networking and ubiquity create digital trails that track the user’s every movement. Network administrators are aware of site visits made, by whom and from where. Schools have a responsibility to their communities in providing safe havens in which education takes place. One would reasonably assume that this presumption of safety extends to material that can be accessed on the Internet. When does protection through deliberate denial of access become censorship? What are the consequences to a society that espouses and believes in the free flow of information but, allows and even encourages WWW blocking software as a form of censorship?

The impetus for writing this section of the book comes from a recent personal experience. I received an email at BBA from an organization working to send the shipwrecked and rescued 6-year old Cuban boy, Elian Gonzalez, home to his father in Cuba. I was given a WWW site where there was an International on-line petition fostering his return. I went to the site from the computer at the mathematics department and found that I could not access it. The site http://www.geocities.com/pathtofreedom was blocked. The screen message, “Proxy Reports: 12202 The specified URL is denied by the proxy server” is all too familiar. I had the option of asking the BBA network administrator to unblock the site. I did not nor did I have the energy nor desire to pursue undoing another Big Brother action. The reason for the lock out? To protect students from “inappropriate” sites that are all too commonly accessed through the free-to-all Geocities homepage. This site is still blocked as I write. There are many others.

I offer another example. A student doing research on the renowned American contemporary poet Allan Ginsberg was denied access. Ginsberg is known for his passionate writing and colorful choice of poetic vocabulary. Cyber Patrol branded the Ginsberg site as deemed unsuitable for high school eyes. One can only speculate whether Cyber Patrol banned the poet site because of his propensity for four-letter words or because he was gay? In this instance, I asked for and received a reprieve for the sequestered offending HTML code. It is a request I as a teacher am emboldened to make. Many students would not.

The question as to whether some material should be controlled is an interesting and important one. Consider the following questionable sites and/or scenarios posted on the Ohio University censorship WebPages:

The Jake Baker Case

The case of a young man suspended from university after the posting of stories describing the rape, torture, and murder of a young woman he knew

The Hate Speech Controversy

An organization called 'internet freedom' offers its freedom-based stance on censorship on the internet

The David Hooper Case

A University of Memphis student who lost, and then regained, his university e-mail account after being charged with violating the Student Conduct Code in a controversial posting to a newsgroup

The Church of Scientology vs. the Net

Members or allies of the Church have tried to remove messages written by other people in the Usenet discussion group alt.religion.scientology, and to shut down the discussion group

Sex, Censorship, & the Internet

Hypotheticals and case studies

AOL & the Creative Coalition on America Line

AOL censors postings by removing them and there are those who feel this violates their rights to free speech

Intel lawsuit calls barring e-mail fair game

A ruling that could mark a precedent, as Intel has a “restraining order” placed on internal e-mailer

Critical thinking. Educational institutions make a commitment to fostering critical thinking skills. How can that be achieved when access to information is denied? A discussion of a site in question affords the opportunity of closer scrutiny while its filtering presents a facade and worse. “Access denied” is an insult and affront to a student citizen of a democracy. Again, I argue that I fear more from the people that would shield access to information than the information itself. If critical thinking skills and responsibility are what the schools are to stress in partnership with parents who along with their student sign an Internet usage policy, then it makes little sense to take away the opportunity for that responsibility to be made manifest. Similarly, the repercussions for failing to adhere to an agreed upon usage policy is taken away thereby limiting the opportunity for learning personal responsibility.

Sites which Cyber Patrol has been known to block include:

• 
  The MIT Student Association for Freedom of Expression
  
• 
  Planned Parenthood
  
• 
  Nizkor (Holocaust Remembrance)
  
• 
  The Ontario Center for Religious Tolerance
  
• 
  Envirolink
  
• 
  The AIDS Authority
  
• 
  AOL Sucks
  
• 
  HIV/AIDS Information Center
  
• 
  Mother Jones (Magazine)
  
• 
  The Boston Coalition for Freedom of Expression
  
• 
  The Jewish Bulletin
  
• 
  Newsgroups: alt.atheism, soc.feminism
  

(Peacefire)

I find it difficult and unacceptable to understand the censorship. While the argument can be and is made that sites may be unblocked using Cyber Patrol’s CyberNOT feature, it would be impossible for students to ask that a site be unblocked without having prior knowledge of what that site is or that it is in fact blocked. What might be factual, useful and award-winning journalism would not be available to the student as they would not have the knowledge of what was unavailable beforehand. In other words, what the learner does not know will not be of concern to them. Would the school publish a list of blocked sites drawing attention to and inviting discussion of the censorship? Although instructionally useful such action seems hardly likely. I do not see this happening at BBA.

Library. The BBA library is a good library. During the past fifteen years the library has participated in the annual Banned Book Week. The BBA library deliberately and prominently displays publications which are attacked and censored by various (often religious right) groups across the country. In 1998, Banned Book Week was held from September 26 through October 3. BBA participation in Banned Book Week includes celebrating the “Freedom to Read” which states,
When books are challenged, restricted, removed, or banned, an atmosphere of suppression exists. The author may make revisions, less for artistic reasons than to avoid controversy. The editor and publisher may alter text or elect not to publish for economic and marketing reasons. Staff in bookstores and libraries may find published works too controversial and, fearing reprisals, will choose not to purchase those materials. The fear of the consequences of censorship is as damaging as, or perhaps more damaging than, the actual censorship attempt. After all, when a published work is banned, it can usually be found elsewhere. Unexpressed ideas, unpublished works, unpurchased books are lost forever. (American Library Association)

The BBA library places special emphasis during Banned Book Week on each banned publication by placing a lock and chain around it. The books are unavailable to students during this time. Such action specifically draws attention, and makes the point that there are those who would prevent basic freedoms. The books, of course, are made available the rest of the year. It is astonishing that banned books are deliberately touted, drawing attention to their vulnerability to censorship and encouraging students to read and discuss them, while simultaneously throughout the campus Internet restriction is enforced with very little fanfare or objection.

The American Library Association’s (ALA) national participation in Banned Book Week is in need of extension to the Internet. The ALA’s “Intellectual Freedom Manual” clearly implies as much when it states,
Freedom to express oneself through a chosen mode of communication becomes virtually meaningless if access to that information is not protected.

Funding and Access. On January 20, 1998, US Senator John McCain threatened to block federal funding of school Internet access projects which do not install filtering software on the Internet. A few days later, McCain stated, “I believe they will turn the filters on once they've seen what's out on the Internet.” Once again, I fear Senator McCain much more than the worst of what the Internet has to offer. This is the same John McCain who on February 22, 2000 surprised the Republican Party establishment by winning both the Michigan and Arizona presidential primary elections. While Vice President Al Gore’s claim to “inventing the Internet” may be ludicrous, John McCain’s designs to censor it is real.

As a parent and teacher, my children have been taught to act responsibly and be responsible for their actions. Taking away the student’s opportunity for developing a similar sense of responsibility through censorship accomplishes little. The cloak of child protection is a diversion from the implementation of a special interest agenda, that being, minimizing exposure to controversial material and any possible legal or political fallout. There are those who would dangerously deny access to dissenting political, ideological, religious, atheistic or alternative lifestyle points of view under the smokescreen of protecting children from smut and pornography.

The United States public in some instances is much more astute than the media and the education establishment than either give them credit for. On February 23, 2000, voters in the conservative town of Holland, Michigan, “defeated a proposal aimed at forcing the local public library to install Internet filters on computers to keep youngsters from looking at pornography.” (Singhania). Residents voted 4,379 to 3,626 against the proposal. Local residents suggested that human supervision is the answer and that free speech and open access are important.
COPA. The Child On-line Protection Act (COPA) was to go into effect on November 20, 1998. COPA was enacted in the hectic final days of the 105^th Congress as part of an Omnibus Appropriations Bill. COPA’s intent was to prevent harm to minors (anyone under the age of 17 having access to the Internet). It imposes a penalty on any commercial establishment run for profit that makes harmful material available. The challenge to COPA came from the Electronic Privacy Information Center (EPIC), the American Civil Liberties Union and the Electronic Frontier Foundation. Arguments against COPA revolve around the law’s ability to stifle the presentation of controversial material. (EPIC)

On November 19, 1998, Philadelphia federal judge Lowell A. Reed issued a temporary restraining order against COPA’s enforcement. Reed acknowledged the clash between First Amendment rights and the nation’s responsibility to protect children. (EPIC)

EPIC’s challenge of the government’s COPA has reaffirmed the court’s objection to censorship by determining the act to be a violation of free speech on-line. COPA is yet another attempt to restrict Internet access by way of limiting school funding through legislation. Schools in general, and BBA in particular, would be well-advised not to be part of the censorship process, that which is contrary to the principles upon which the United States is founded.
Tactic. Very early one morning before the start of classes I encountered and questioned two staff members who were having a heated conversation in the open computer laboratory next to the headmaster’s office. On the screen was the now-too-familiar infamous Cyber Patrol logo with the message, “Access Denied”. One of the staff, a department chair, was using choice words in response to Cyber Patrol’s antics. His complaint was to the effect that he did not need this nor any software to block and interfere with his Internet access.

While the dialogue between the two remained friendly the consensus reached was that the staff should have had the opportunity to discuss the filtering issue before the software was installed. This discussion needed to take place within an environment where all the players understand the implications of installing filtering and blocking software. The views expressed were in agreement that those in charge have a responsibility of opening a dialogue and discussion with the entire affected school-wide community of the implications of blocking software prior to implementation. This includes a thorough explanation of what the software does, who and what it blocks, where the blocking list comes from, software limitations and tracking capabilities.

Another instructor, upon learning that blocking software (through the proxy server) tracked user activity, made the comment that he would refrain from using the Internet technology because he resented the fact that his every move was being recorded. This is a major concern, one which the schools are just now coming to terms with and one which society will have to deal with sooner rather than later.

In 1998, the world celebrated the 50^th anniversary of the Universal Declaration of Human Rights which states,

No one shall be subjected to arbitrary interference with his privacy, family, home or correspondence, nor to attacks upon his honor and reputation. Everyone has the right to the protection of the law against such interference or attacks.
If privacy is a universal fundamental human right as stated in the declaration, does that not extend to an individual’s usage of and communications within the Internet? Does it not apply to learners using the information superhighway at BBA? I believe that it does. As of mid-March 2000, Cyber Patrol continues its silent vigil blocking web sites such as the likes of Allen Ginsberg or The Patch to Freedom

CHAPTER XI

Internet Relay Chat
Internet Relay Chat (IRC) is an Internet capability allowing instant keyboard-to-keyboard communications in real-time with many people located throughout the world. Unlike usenet newsgroups (in which users post messages on special interest bulletin boards that are then redistributed automatically to any and all users the next time that they check in) IRC is a live connection between people.

The thousands of chat rooms available on-line are as varied as humanity itself, the good, the bad and the ugly. Chat rooms cover topics which range in scope from cigars to neckties, supremacist to Sparticist political discussion, sex, violence, peace, politics, activism, religion, philosophy, computers, transgenderism, cooking, wine and beer making, candle crafts, depression, Spanish speaking, etc. In a recent IRC encounter, I counted 11,000 channels or chat rooms. The list changes, grows, expands and contracts continuously. At any given moment there may be tens or hundreds of thousands of people participating in IRC nets world-wide. The largest of these nets is the EFnet.

EFnet is the Eris Free Net which came into existence in August, 1990 as a spin off from the original and first IRC server founded in Finland (tolsun.ouli.fi) in August, 1988. The other spin off was Anet (anarchy). Today, there are many Internet IRC servers. An IRC user calls upon client software to connect to the IRC server which manages all live communications. Popular IRC software includes a free product named MIRC.
Potential and Possibility. Since IRC is a global phenomenon, it has the capability of being an excellent real-time distance learning tool. It is common for users of IRC to add cameras and microphones to their PCs allowing both video and audio interaction. A high speed Internet access line (such as ISDN, cable, or better) is required for good quality TV-like motion. Creativity is the key to effective instructional IRC usage. Contrarily, intimidation by IRC technology and fear of abuse severely limits its potential and effectiveness. These fears are similar to those expressed by opponents of open and unlimited WWW access. Chat room participation by questionable characters and dangerous people further raises caution. These fears, sometimes bordering on the irrational do, however, prevent a valuable tool with much educational potential from being pursued, often without being tried.
Case-in-Point. During the past two federal election cycles (1996 and 1998), I received telephone calls from the offices of both Senator Patrick Leahy (D-VT) and Congressman Bernie Sanders (I-VT). Both federal legislators were interested in establishing an IRC link and session between themselves and BBA students. Leahy’s office suggested that a small group of motivated students rehearse with their social studies teachers questions which they would then pose in real-time to US Senator Leahy. The on-line give-and-take was to include students from other schools as well. The potential for significant learner impact and experience was high.

Many adults can relate to a single event, teacher or activity that sparked an interest which made a significant lifelong impact on them when they were young students. IRC interchange and dialogue with one’s federally elected officials is such an event.

Very little equipment is required to access IRC. Senator’s Leahy office offered to bring his staff into BBA the morning of the scheduled IRC session to insure that the required IRC connection and software was operating correctly. After presenting the idea to the social studies department for consideration, the idea received little enthusiasm nor attention. This was true even after Senator Leahy’s office called and left messages with the department chair. Unfortunately, the IRC session with Leahy never took place. The session with Bernie Sanders did not happen either.
IRC Popularity. IRC is extremely popular with students. “Zillions”, a magazine for children in an interview of readers in 1996 found that IRC was the highest ranked web activity. I can personally attest to IRC’s voracity amongst teenagers. Our daughter, Guinnevere, was a senior at BBA during the 1997 – 1998 school year. When home, she often used a continuously active IRC connection. This connection served as a message center, appointment scheduling mechanism, homework help hot-line, foreign, domestic and local current events and happenings news service, a place to keep old friendships going, etc. As a student attending Sarah Lawrence College she uses IRC to keep in touch with friends all around the world.

“Zillions” magazine also found that 1/3 of the students had problems with IRC. These problems include requests for personal information, profanity, inappropriate advances and adult intrusion into IRC channels set aside for children. None of these should be treated lightly. Rather than shun this aspect of technology usage, schools such as BBA would better serve their students by explaining the pitfalls and possibilities of IRC technology while exploring its potential.

Aversion to IRC. I often wonder why BBA which does a commendable job inviting and hosting candidates running for office ignores the expanded potential of IRC interaction with these same individuals. Though I do not have a satisfactory answer, I suspect that either a fear of or uncertainty about the technology is a factor. Unfamiliarity with IRC’s possibility and potential is another factor. There is, of course, the side issue of avoiding politics. In a cynical age where the adult population tends to avoid the political, the probability of its deliberate inclusion into a lesson plan is low, the use of technology to pursue it less so.

It is not difficult to imagine the benefits of using IRC in a foreign language setting where students in a foreign country such as Spain are communicating in Spanish with students at BBA. BBA has month and year-long term exchanges of students with Spain, France, Germany, Japan, Russia, the Republic of Georgia, the Czech Republic, Indonesia, Turkey and others. IRC could be of great benefit to participants.

Interviews with staff suggest that there exists the perception that IRC often becomes a “blow-off” session rather than having meaningful instructional value. The assumption being made is that students will engage in “useless” chit-chat rather than serious study. The merits of IRC (or any other technology) require being put to the test by individual instructors before such a conclusion can be drawn. It must also be stated that there is merit in maintaining dialogue with other human beings even when the conversation is not of an intellectual nor academic venue. Why not use IRC to get to know people in foreign lands with diverse opinions?

Another perceived drawback to IRC is the potential for learners to come across inappropriate or manipulative dialogue. While this is true of unfettered IRC usage, it is almost impossible during registered access sessions (as in a dialogue with elected officials) where participants are invited while all others excluded and the chat room is monitored and moderated. Monitoring and adjusting is a component of good instruction and is often associated with self-assessment. IRC usage can easily subscribe to well-regulated assessment practices through real-time instructor participation and oversight.

Numbers. It is estimated that 10 million youth world-wide today are on-line. Most have knowledge of IRC. By the year 2002 that number is expected to grow to 42 million. To shield students from the possibility of harmful IRC usage is understandable. It is difficult to accept this argument for avoiding IRC for monitored learning purposes. It is not necessary to further state the arguments against independent IRC access. They are similar to those used against unfettered Internet Website and usenet newsgroup access.

A significant number of staff made reference to IRC as being more technology. IRC is one more aspect of technology usage requiring attention and new knowledge. The limiting factor once again appears to be time constraints.

CHAPTER XII

Student World Wide Web Usage
Extensive interviews with students reveal that for the majority of the time school access to the Internet is for legitimate educational purposes as defined in the BBA Internet Usage Policy statement (Appendix I). Personal observations suggest that for over 90% of the time where students have Internet access it is supervised by either the classroom instructor or the library staff who make it a point to be aware of students’ technology usage and activities. There is a concerted effort on the part of the BBA staff to make it their business to scan screens for improper sites and act accordingly. In the past, students have lost Internet privileges as a result of non-compliance with the stated educational goals of the technology usage agreement signed by learner and their parents/guardians.

Periodic examination of the school’s proxy server activity continues to show that research activity through a search engine (such as Yahoo, Infoseek, Metacrawler, and others) is the most popular web activity. Search topics are a fair indicator of adherence to the BBA usage policy. The technology director reports that approximately 15% of the time the Internet is being used for access to inappropriate sites, where “inappropriate” means not allowed as determined by some higher school authority.

Another perhaps more strict but, useful and clear definition of inappropriate, is that which is stated in the usage policy, i.e. “as not in the pursuit of that which is of established educational value.” As with all such broad phrases this one is open to interpretation. What is “established educational value”? The future holds the probability of a learner challenging the Internet usage policy on such technical and/or legalistic grounds. However, after more than two years of high profile access, that has not occurred.

The staff and the technology committee are cautiously optimistic, believing that the policy as presently written and enforced is acceptable. There is however, a growing number whose concern puts forth the premise that there exists a need to tighten monitoring and enforce restrictions. That is to say, the staff is aware that some students are circumventing the best supervisory activity and are subverting the usage policy through accessing sites that would be deemed inappropriate by most liberal standards.