Tag: James

  • James Goodale on Trump: ‘He’d sue everybody . . . in the media business’ and their ‘response has been pathetic’ — First Amendment News 460

    James Goodale on Trump: ‘He’d sue everybody . . . in the media business’ and their ‘response has been pathetic’ — First Amendment News 460

    Recently, on a WBUR public radio program with Willis Ryder Arnold and Deborah Becker, author and leading First Amendment attorney James Goodale had some things to say about Donald Trump’s attempts to intimidate the press.

    First a bit about the man. From the Wikipedia entry on Goodale:

    James Goodale

    James Goodale is the former vice president and general counsel for The New York Times and, later, the Times’ vice chairman. He is the author of “Fighting for the Press: The Inside Story of the Pentagon Papers and Other Battles.”

    Goodale represented The New York Times in four of its United States Supreme Court cases, including Branzburg v. Hayes, in which the Times intervened on behalf of its reporter Earl Caldwell. The other cases were New York Times v. SullivanNew York Times Co. v. United States (the Pentagon Papers case), and New York Times Co. v. Tasini

    He has been called “the father of the reporter’s privilege” in the Hastings Law Journal because of his interpretation of the Branzburg case.

    And now on to Goodale’s comments on WBUR regarding Trump: 

    So, if you’re not going to fight for your creativity, you’re not going to have a company left. And that applies not only to newspapers, but obviously movies, too. And let me say also, finally, that if you don’t fight, what Trump is going to do, he’s going to go from media company to media company with quasi true cases and pick up money. He’s just on a . . . bribery trail. And I say that from some experience here in New York City, which is exactly what he did before he ran for president. He’d sue everybody who was in the media business and drive them nuts, and the cases would finally go away.

    But guess what? It cost the media company some bucks to defend it.

    [. . .]

    I believe that once the press starts making settlements where it has no real basis, in my humble opinion, for making them, it undercuts that whole role, and more importantly, I think it encourages someone like Trump to keep on doing it.

    Similarly, in an exchange with Trevor Timm for The Freedom of the Press Foundation on Feb. 12, Goodale had this to say:

    If CBS decides to settle [the “60 Minutes” lawsuit], it will be an absolute disaster for the press. It would be one more domino falling down, handing Trump an undeserved victory against the press. . . . [ABC’s] cowardly settling its case in which George Stephanopoulos said “rape” instead of “sexual abuse,” but since then, Facebook has settled Trump’s even more outlandish suit, and for what? CBS should be standing up and fighting Trump. If I’m them, I’m not letting Trump make me look foolish. Because if it happens, there will be no end. Trump will bring lawsuits against every part of the media, and it will put pressure on everyone else to settle.

    Let me make clear that the lawsuit is a bunch of nonsense. Trump’s legal theory doesn’t exist anywhere in the law, and so not only is the settlement bad in terms of putting the onus on everyone else to settle, but the entire premise of the lawsuit is ridiculous. News outlets are allowed to edit interviews! Hard to believe it even has to be said.

    [ . . . ]

    The suit is from Mars. To my knowledge, I’ve never seen a suit brought like this one where editing is being criticized as constituting consumer fraud. It has no basis in law as far as I’m concerned, and what’s going to happen — if, in fact, the case is settled — is there will be more consumer fraud cases every time the media edits an interview, not only with Trump, but other politicians. And the First Amendment will suffer.

    [ . . . ] 

    [And] the response by the press as we speak has been pathetic. There’s no spokesperson for the press who is out there leading the charge and coordinating a united front with all the news outlets on the same page.

    Related

    Revenge Storm: ‘Chill all the Lawyers’

    “Under my watch, the partisan weaponization of the Department of Justice will end. America must have one tier of justice for all.” — Pamela Bondi (Confirmation hearing for U.S. Attorney General, Jan. 15)

    “There are a lot of people in the FBI and also in the DOJ who despise Donald Trump, despise us, don’t want to be there. We will find them. Because you have to believe in transparency, you have to believe in honesty, you have to do the right thing. We’re gonna root them out and they will no longer be employed.” — Pamela Bondi (March 3)


    WATCH VIDEO: Trump Signs Anti-Weaponization Executive Order: ‘The Deranged Jack Smith Signing!’

    The administration is acting in ways that will necessarily chill a growing number of lawyers from participating in any litigation against the federal government, regardless of who the client is. That, in turn, will make it harder for many clients adverse to the Trump administration to find lawyers to represent them — such that at least some cases either won’t be brought at all or won’t be brought by the lawyers best situated to bring them.

    [ . . . ]

    [W]hat the Trump administration is doing is far more than just bad behavior; it’s a direct threat to the rule of law—almost as much as defying court orders would be.

    Related

    Executive Watch

    President Donald Trump and his ally Elon Musk portray themselves as near-absolutists when it comes to free speech, engaged in an epic fight to let Americans speak openly again after years of enduring liberal efforts to shut down conservative voices. 

    But since taking office, the president has mounted what critics call his own sweeping attack on freedom of expression. Some of it aims to stamp out diversity, equity and inclusion and what he terms “radical gender ideology.” Some of it is aimed at media organizations whose language he dislikes. In other cases, the attacks target opponents who have spoken sharply about the administration.

    Together, critics — and in some cases, judges — have said Trump’s efforts have gone beyond shaping the message of the federal government to threaten the First Amendment rights of private groups and individuals.

    New report on state threats to free speech advocacy and donor privacy

    Hurt feelings from the campaign trail fuel retaliatory disclosure demands across the U.S.

    Legislative and regulatory proposals in as many as 34 states pose a potential threat to the privacy and free speech rights of donors to the nonprofit community, a new report finds. People United for Privacy Foundation (PUFPF), a national privacy rights advocacy group, warns that state officials are increasingly targeting the ability of nonprofit supporters to maintain their privacy as political polarization rises.

    “After a bruising campaign season, many politicians are out for revenge against the groups and donors that dared to criticize them. These efforts reach far beyond traditional political committees to target nonprofits that discuss elected officials’ voting records or advocate on policy issues. Forcing nonprofits to publish their supporters’ names and home addresses is an intimidation tactic that chills free speech and violates personal privacy,” said PUFPF Vice President Matt Nese, a co-author of the report.

    The report, “2025 State Threats to Donor Privacy and Nonprofit Advocacy,” analyzes current and past legislation, regulatory proposals, and statements by public officials to catalog potential threats to donor privacy in state legislative sessions occurring across the country.

    Forthcoming book on how foreign authoritarian influence undermines freedom and integrity within American higher education

    Sarah McLaughlin

    Sarah McLaughlin

    A revealing exposé on how foreign authoritarian influence is undermining freedom and integrity within American higher education institutions.

    In an era of globalized education, where ideals of freedom and inquiry should thrive, an alarming trend has emerged: foreign authoritarian regimes infiltrating American academia. In Authoritarians in the Academy, Sarah McLaughlin exposes how higher education institutions, long considered bastions of free thought, are compromising their values for financial gain and global partnerships. 

    This groundbreaking investigation reveals the subtle yet sweeping influence of authoritarian governments. Universities leaders are allowing censorship to flourish on campus, putting pressure on faculty, and silencing international student voices, all in the name of appeasing foreign powers. McLaughlin exposes the troubling reality where university leaders prioritize expansion and profit over the principles of free expression. The book describes incidents in classrooms where professors hesitate to discuss controversial topics and in boardrooms where administrators weigh the costs of offending oppressive regimes. McLaughlin offers a sobering look at how the compromises made in American academia reflect broader societal patterns seen in industries like tech, sports, and entertainment. 

    Meticulously researched and unapologetically candid, Authoritarians in the Academy is an essential read for anyone who believes in the transformative power of education and the necessity of safeguarding it from the creeping tide of authoritarianism.

    Sarah McLaughlin is a senior scholar of global expression at the Foundation for Individual Rights and Expression

    Nadine Strossen on ‘The Weimar Fallacy’

    FIRE Senior Fellow and former ACLU President Nadine Strossen discusses what is commonly known as The Weimar Fallacy: The idea that, if only the Weimar Republic in Germany had tamped down on Nazis and anti-Semitic speech, Hitler’s rise and the horrors of the Holocaust could have been averted.

    As the daughter of a Holocaust survivor, Nadine knows just how ugly anti-Semitism can be — but censorship only makes it worse.

    The truth is, there were many hate speech laws in Weimar Germany, and they were strongly enforced against the Nazis — including Hitler himself.

    Not only did those hate speech laws help the Nazis gain power, they also helped the Nazis censor anyone who challenged it.


    WATCH VIDEO: Would “hate speech” laws have stopped the Nazis?

    NAACP-LDF’s Janai Nelson on racism and book banning

    LDF Associate Director-Counsel Janai Nelson speaks on the legal challenges to banned books, LDF’s legacy of using the law in order to transform society, and why progress toward racial justice requires we tell the truth about our nation’s history.


    WATCH VIDEO: Banned Books Week: Janai Nelson on Ideas & Action

    New Book by Gene Policinski traces history of First Amendment

    First amendment, threats and defenses have, for much of the past 100 years, largely focused on protecting individual speech, the right of any one of us to express ourselves without interference or punishment by the government. But there is an increasing danger to our core freedoms from systemic challenges, which often involve other issues or circumstances, but which carry a First Amendment impact, if not wallop. – Gene Policinski

    Photo of Gene Policinski and Kevin Goldberg on Feb. 26, 2025

    Gene Policinski (left) and Kevin Goldberg at Freedom Forum on Feb. 26, 2025. (Credit: Ron Collins)

    This fast-paced history of the First Amendment will engage students, educators, scholars and other fans of our nation’s most fundamental freedoms.

    In “The First Amendment in the 21st Century,” Gene Policinski, Freedom Forum senior fellow for the First Amendment and past First Amendment Center president, traces the history of the First Amendment through its winding social and legal paths as it has intertwined with world events and cultural change.

    He explores how this history shows today’s potential for a First Amendment renaissance even amid new technological challenges.

    Deeply researched and clearly written, “The First Amendment in the 21st Century” reconciles the past and the present and opines on the future of our First Amendment freedoms — from the courtroom to the chat room.

    New scholarly article: First Amendment Right to Affirmative Action

    In the wake of Students for Fair Admissions, Inc. v. President & Fellows of Harvard College, affirmative action proponents should pursue a First Amendment approach. Private universities, which are speaking associations that express themselves through the collective speech of faculty and students, may be able to assert an expressive association right, based on Boy Scouts of America v. Dale, to choose their faculty and students. This theory has been recently strengthened by 303 Creative LLC v. Elenis.

    I discuss various complexities and counterarguments: (1) Race is not different from sex or sexual orientation for purposes of the doctrine. (2) The market context may not matter, especially after 303 Creative. (3) The conditional-federal-funding context does give the government more power than a simple regulatory context; the government will still be able to induce race-neutrality by the threat of withdrawing federal funds, but the unconstitutional conditions doctrine precludes draconian penalties such as withdrawing all funds from the entire institution based only on affirmative action in some units. (4) This theory doesn’t apply to public institutions.

     

    I also explore the potential flexibilities of this theory, based on recent litigation. The scope of the Boy Scouts exception might vary based on (1) what counts as substantial interference with expressive organizations, (2) what counts as a compelling governmental interest, and, most importantly, (3) what it takes for activity to be expressive.

    More in the news

    2024-2025 SCOTUS term: Free expression and related cases

    Cases decided

    • Villarreal v. Alaniz (Petition granted. Judgment vacated and case remanded for further consideration in light of Gonzalez v. Trevino, 602 U. S. ___ (2024) (per curiam))
    • Murphy v. Schmitt (“The petition for a writ of certiorari is granted. The judgment is vacated, and the case is remanded to the United States Court of Appeals for the Eighth Circuit for further consideration in light of Gonzalez v. Trevino, 602 U. S. ___ (2024) (per curiam).”)
    • TikTok Inc. and ByteDance Ltd v. Garland (The challenged provisions of the Protecting Americans from Foreign Adversary Controlled Applications Act do not violate petitioners’ First Amendment rights.)

    Review granted

    Pending petitions

    Petitions denied

    Last scheduled FAN

    FAN 459: “Alex Kozinski on JD Vance’s censorship speech

    This article is part of First Amendment News, an editorially independent publication edited by Ronald K. L. Collins and hosted by FIRE as part of our mission to educate the public about First Amendment issues. The opinions expressed are those of the article’s author(s) and may not reflect the opinions of FIRE or Mr. Collins.

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  • James Madison psychology professor cleared of wrongdoing after extensive probe into classroom comments

    James Madison psychology professor cleared of wrongdoing after extensive probe into classroom comments

    As anyone who has taken a psychology course likely knows, discussing parts of human psychology can inevitably lead to some uncomfortable places. Whether it’s discussing sensitive topics like the psychology of psychopathic violence, the ethics of human experimentation, or the sex-based roots of the concept of “hysteria,” psychology courses are often unavoidably provocative. That is especially so for doctoral courses. 

    For Gregg Henriques, a faculty member in James Madison University’s Clinical and School Psychology Doctoral program, these sorts of uncomfortable topics were a fundamental part of understanding the full range of human psychology. Henriques had taught in the program for more than 20 years, where he established his bona fides as a passionate, if colorful, professor.

    That career longevity is part of the reason why Henriques was shocked to learn that a Title IX complaint had been filed against him by an anonymous student in April 2023. The complaint alleged that over the course of three classes and four months in early 2022, Henriques made two dozen harassing comments that created a hostile environment in his doctoral courses. 

    Among the objectionable comments were phrases like “emotions are like orgasms,” which was meant to analogize the experience of human emotion to the sexual response cycle, and “pinky dick” as a way of referring to inferiority complexes and overcompensation in a class on psychodynamic theory. Henriques also landed in hot water  for acknowledging his own fundamental human desire to have sex during a lecture on Sigmund Freud. 

    Yes, Henriques often had a colorful way of describing psychological concepts. But he only used such phrases to convey concepts to his students in memorable ways. Faculty members enjoy wide protections regarding their pedagogical speech in the classroom because the First Amendment protects speech “related to scholarship or teaching.” That’s especially so when they approach difficult or controversial issues in the classroom, since even offensive speech that is “germane to the classroom subject matter” — including Henriques’s provocative descriptions of psychological concepts here — is protected.

    We live in an age where heterodoxy is often called ‘harm’ and where every word out of a professor’s mouth is uttered beneath the brooding and Orwellian omnipresence of the Title IX Office. 

    Despite Henriques’ stellar reputation established over decades of teaching, James Madison plowed forward with the investigation. Henriques reached out to FIRE’s Faculty Legal Defense Fund, which provides faculty members at public universities with experienced First Amendment attorneys, free of charge. FLDF quickly set Henriques up with Justin Dillon, an accomplished attorney who helped Henriques navigate the investigatory process. 

    Over the course of nearly a year, JMU called Henriques into several meetings with investigators about the complaint. With the help of his FLDF attorney, Henriques was eventually cleared of all wrongdoing in January 2024, as the university determined that his comments were pedagogically relevant and did not constitute sexual harassment. 

    “I owe Justin and FIRE a tremendous debt of gratitude,” Henriques said. “As soon as he took the case, he homed in on the key issues, grasped the logic of why I taught the way I did and saw its value and legitimacy, and started to effectively game plan our approach. He was a tremendous help in navigating the system, understanding the procedures, and ensuring my rights were protected.”

    “It’s hard to overstate the difference that I have seen the FLDF make in the lives of terrific professors like Gregg Henriques,” Dillon said. “We live in an age where heterodoxy is often called ‘harm’ and where every word out of a professor’s mouth is uttered beneath the brooding and Orwellian omnipresence of the Title IX Office. The FLDF helps keep the world safe for ideas, and I am so honored to be a part of it.”

    With his pedagogical rights vindicated, Henriques is now back in the classroom, able to teach knowing that FLDF and FIRE have his back. But he is just one of the hundreds of scholars punished for their speech

    If you are a public university or college professor facing investigations or punishment for your speech, contact the Faculty Legal Defense Fund: Submit a case or call the 24-hour hotline at 254-500-FLDF (3533).

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  • Dr. James Lang’s 4 Tips for a Great First Day of Class

    Dr. James Lang’s 4 Tips for a Great First Day of Class

    What goes into a great first lecture? Ask any educator and they’ll highlight three resounding themes: prioritize community, foster connection and build excitement. The good news is that designing a high-impact first lecture doesn’t involve a complete rewrite of your existing lesson plan. Rather, it’s about making simple adjustments to help students form a great first impression.

    Dr. James Lang, acclaimed author of Small Teaching and featured speaker at Top Hat Summer Camp 2024, shares actionable strategies to deepen engagement during week one of your course. We’ve rounded up his ideas below.

    → Student Engagement Toolkit: Enjoy FREE teaching tips, templates and more!

    1. Focus on community building

    Set the table for long-term success by getting to know students and in turn, help them get to know you. Consider sharing what made you want to teach your specific subject and the most rewarding part of teaching. Dr. Lang also suggests intentionally forging personal ties with students. Simple practices could involve showing up to class early and greeting students as they file in. You might also use your first lecture to stream a relevant TED talk, podcast snippet or music video that relates to your course material. Helping students see that there’s more to the first day than reviewing the syllabus will surely leave them feeling inspired and primed to learn. What better feeling could there be as an educator?

    2. Ensure activities model your course structure

    The early stages of your course represent an important opportunity to instill the right behaviors. Dr. Lang’s advice? Begin as you intend to continue by modeling the kind of learning environment you seek. For instance, if your course revolves around peer-to-peer discussions, consider including a collaborative exercise during your opening session. If active learning is important, give students a problem to solve or have them respond to a series of polling questions. Dr. Lang shares other discipline-specific examples of how to break the ice between students.

    History English Math
    Take a page out of Dr. Cate Denial’s book. The Bright Distinguished Professor of American History at Knox College, who teaches a problem-based course, randomly places students in small groups. She then provides each group with a document package about a specific event. Students then work together to develop stories about what occurred during the event. Finally, they share their stories with the wider group. The purpose of the exercise is to demonstrate that in the pursuit of truth there are often numerous ways historical events can be interpreted.  Any English instructor can vouch for the importance of discussion and critical analysis. Consider holding a prior knowledge brainstorm to spark conversation among students. For example, if your course covers 21st Century British literature and culture, you might ask students to respond to the following prompts: a) what do we mean by the word ‘British?,’ b) what are your impressions of British culture and c) are you familiar with any British writers? This is a great way to surface prior knowledge, clarify common misconceptions, and get students thinking about the journey ahead.  You might also use your opening class to get students reflecting on their past experiences in your subject. Dr. Robert Talbert, Professor in the Department of Mathematics at Grand Valley State University, uses open-ended questions to encourage students to reflect on their learning. He shares the following prompts: a) what is something that you are good at doing? And b) how did you get good at the thing you are good at doing? Math is a challenging subject. This exercise gets students thinking about their approach to learning while sending a subtle message that you are invested in their success. 

    3. Pose ‘big’ questions to students (and yourself)

    Framing your course as a BIG question to explore over the term is a powerful way to pique curiosity, build excitement, and communicate the value of what students will learn. Starting your course with a BIG question is also a great opportunity to engage students right away in a meaningful discussion. Here’s an example from a course on science fiction:

    “Can you be confident that the person sitting next to you on the bus is really a human rather than some remarkable replica conjured up by a mad scientist or, perhaps, an alien from another planet? What evidence is needed to conclude that the person casually looking at her mobile device is human? How have we constructed the conceptual boundary between what we qualify as human and what we categorize as robotic, animal, android, or alien? What, in the end, makes the human “human”?”

    If you’re struggling to craft a big question for your course, Dr. Lang suggests thinking through the following prompts:

    • What deep questions drove the development of my discipline?
    • What questions drove the creation of my course?
    • What intriguing questions have arisen over time?
    • What questions remain unanswered in my field?

    To drive a first day discussion around your big question, you might ask your students to pair up and answer the following: What do you know about this subject? How might this relate to other things you’ve studied? How would you answer this question? What other questions does this bring to mind?  Once students have had an opportunity to discuss, regroup as a class and ask a handful of pairs to share their insights.

    4. Try out the Annotated Syllabus method

    Your course syllabus serves as the roadmap for the term. While important to review, Dr. Lang advises it shouldn’t be your first priority and counsels against simply reciting each section. Instead, he suggests using the Annotated Syllabus methodology. Conceptualized by Dr. Remi Kalir, Assistant Professor of Learning Design and Technology at the University of Colorado Denver, the Annotated Syllabus is a tool to generate a broader conversation about your course.

    Prior to the next class, ask students to work through the following prompts: What do students feel needs further clarification? What are their sentiments around your course policies? What are their opinions about readings and assignments? What advice do you have in order to be successful in the course? The goal is to strive for commentary that is “inquisitive and constructive.” Above all, an Annotated Syllabus invites feedback that may otherwise go unheard. Students are made active participants from the get-go and are more accountable for reading the document before coming to class.

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