 |
| Professor Toad |
The internet, with its anonymity and seemingly boundless freedom, has become a breeding ground for a peculiar phenomenon: online trolling. While the act of trolling, defined as deliberately provoking negative reactions, is pervasive across platforms, its presence within the academic sphere raises unique concerns.
Join me as I argue that a professor at a German university, entrusted with the responsibility of fostering intellectual discourse and ethical conduct, should refrain from engaging in trolling behaviour on YouTube.
Firstly, engaging in online trolling contradicts the very essence of academic values. Universities are bastions of critical thinking, reasoned argumentation, and respectful dialogue. A professor who resorts to trolling undermines these principles. Their actions send a message that negativity and provocation are acceptable forms of online engagement, potentially influencing not only students but also the wider public perception of the academic community.
Furthermore, a professor's online behaviour reflects on their institution and potentially the entire academic profession. Their online persona becomes intertwined with their professional identity, blurring the lines between their personal life and their role as an educator. Trolling behaviour risks tarnishing the reputation of the university, eroding public trust in academics, and potentially discouraging individuals from pursuing higher education.
Moreover, professors hold a position of power and influence, which makes their online behaviour particularly impactful. They are looked upon as role models by students, colleagues, and the broader community. Engaging in trolling behaviour sets a negative precedent, potentially inspiring others to follow suit and contributing to a general decline in online civility.
It is important to acknowledge the potential arguments in favour of online anonymity, particularly for academics expressing themselves freely on controversial topics. However, anonymity doesn't necessarily justify trolling behaviour. Professors can voice dissent and engage in critical discussion without resorting to provocation and negativity. They can utilize the power of reasoned argument and respectful dialogue, upholding the values they are expected to embody within the classroom and beyond.
In conclusion, it is imperative for professors at prestigious German universities to understand the detrimental impact of trolling behaviour on their personal reputations, their institutions, and the academic profession as a whole. Their online conduct should reflect the values of critical thinking, respectful discourse, and ethical responsibility – values they are expected to instil in their students and uphold within the wider academic community.
No comments:
Post a Comment