2019-2020 NHSEB Regionals Case Pool Released

The 2019-2020 National High School Ethics Bowl regionals case pool has been out for a couple of weeks now. If you’ve not downloaded your copy, get it at NHSEB.unc.edu here.

If you’re new, consider the tips here, and also check out the “How to Be an Ethics Bowl Coach” guide and other resources here. (Even if you’re a competitor rather than a coach, that stuff should prove helpful.)

If you need a primer on philosophical ethics, the open source ethics bowl version of Ethics in a Nutshell is here, and there are additional excellent resources on the NHSEB’s site here.

Happy ethics bowling, and stay tuned for analysis of select cases – requests welcome, as always.

How to Write an Ethics Paper

Sometimes ethics bowls are connected to ethics classes, which usually require ethics papers. Need help writing yours? Coaching others on theirs? Here are 8 simple keys:

  1. Read the Instructions
  2. Download Your Ideas
  3. Make an Argument
  4. Respond to an Objection
  5. Satisfy the Rubric
  6. Revise
  7. Engage the Experts
  8. Be Willing to Grow

Would an 11-minute explanation help? Well, it just so happens…

Be A Case Writer?

Ever read an ethics bowl case and think, “I could do better than this…”?

Or pondered in the moments before falling asleep, “I love ethics bowl, but competing, coaching, moderating, judging and organizing just aren’t my bag…”?

Well, maybe you’d enjoy and be good at writing and editing ethics bowl cases.

An example from the 2013-2014 NHSEB case committee — providing feedback on one another’s drafts

If that sounds appealing, reach out to Robert Boyd Skipper at rskipper (at) stmarytx.edu. Per Intercollegiate Ethics Bowl Chair Richard Greene, Robert is currently considering new volunteers for the IEB case writing team.

Current IEB coaches and competitors would of course have a disqualifying conflict of interest. But all others, reach out to Robert for more information.

2018-2019 NHSEB Nationals Case 7 (Adopting) A Dog’s Purpose

Case 7 of the 2018-2019 NHSEB nationals pool invites us to reflect on pet owners’ responsibilities and on when a shelter dog would be better off left unadopted.

Characters Frankie and Sam have a roughly equal ability (or inability) to care for a pet. While both are dog lovers, neither has much money for veterinary care, the best home, or much time to devote to dog walking or play.

Frankie decides to refrain, while Sam goes ahead and adopts. Frankie’s reasoning is that any dog he might take home would be better off in a shelter where it might be adopted by a better resourced owner or simply euthanized. (Frankie doesn’t explicitly say that a dog would be better off euthanized than living under his care, but that unadopted dogs are often put to sleep is an obvious implication, and therefore must be in play in Frankie’s reasoning.)

Sam’s reasoning is that even though the conditions at his house aren’t ideal (his landlord forbids pets in the house), his dog is better off with him than at the shelter.

Analyzing Frankie vs. Sam’s decision, and the implications for the ethics of pet adoption, could be broken down into two steps. Step 1: determining whether a dog’s interests are morally valuable.

From the Kantian perspective, dogs lack rationality, and therefore are not owed direct moral duties. That is, we needn’t treat dogs as ends in themselves – the standard Kant demands for creatures that do possess rationality, in light of their ability to self-govern, and obey moral rules for their own sake.

However, Kant clarified that this doesn’t mean we’re free to treat non-rational animals any way we please. This is because the way we treat Fido may influence the way we treat one another. A person who leaves a dog tied to a stump in their backyard, denying it affection, nutrition and medical care, may very well come to treat human beings in a similarly callous fashion. Therefore from Kant’s perspective we have indirect duties to be good to non-human animals, because the way we treat our pets shapes the way we treat our neighbors.

From the Utilitarian perspective, our moral obligations to dogs is direct. Given the fact that their nervous system is relevantly similar to our own, it’s reasonable to conclude that dogs feel pleasure and pain in the same way that we do. And since Utilitarianism is all about objectively maximizing net pleasure over pain, the impact of our actions on our pets’ pleasure/pain is just as important as the impact on humans’ pleasure/pain.

Further, I believe it was Tomas Regan who made the “center of a life” argument (in Taking Animals Seriously) that many animals are relevantly similar to us in that they constitute a distinct being living a distinct existence. They possess a distinct consciousness, a past, a future, desires, relationships, emotions – most of the stuff that would seem to make humans’ welfare worthy of moral concern. Therefore if we think the interests and welfare of humans is worthy of moral consideration, we should extend the same to nonhuman animals – both constitute “centers of a life.”

These three brief arguments don’t mean a dog’s interests outweigh or are necessarily equal to humans’. But they do mean your intuition that we can’t treat a dog as if it were a brick can be explained with argumentation.

Step 2: determining whether a dog would be better off in a shelter (and possibly euthanized) or adopted by a loving but under-resourced owner.

Here the answer would seem to turn on just how bad the conditions at the shelter are, whether it’s a “no-kill” shelter, and just how unprepared and unfit the owner in question is.

The case states that Sam feels badly that he can’t bring his dog inside due to his landlord’s restrictions, and that his dog “gets cold and wet sometimes” as a result. An important question is whether Sam lives in Miami or Minnesota, as well as whether his dog is a Chow (thick coat) or a Chihuahua (not so much).

Another is whether Sam’s dog has access to a partially wooded (shaded) acre with plenty of room to run, or to only a 10×10 concrete pad. Sam’s dog would also likely appreciate playmates (squirrels to chase or neighbor dogs to converse with… at 3 a.m.). And dog houses can be conditioned and comfortable, or glorified cages. Simply saying Sam’s dog is in “the backyard” doesn’t give us much insight, but these are the sorts of factors that would impact the dog’s welfare, and in turn the moral permissibility of Sam’s treatment.

Another important consideration is the dog’s age. Much like humans, sometimes ailments will crop up in adolescent years, but dogs usually require the most intensive (and expensive) medical care later in life. If Sam’s dog is between a year and five years old (assuming it’s a breed that usually lives a decade or more) and has shown no signs of disease, the need for vet care in the near future may be low. If it’s pushing fifteen, the vet will likely need to be visited often, and continuous medications for arthritis and other ailments may be necessary in order for the dog to remain relatively pain-free.

Further, if Sam has good reason to think he’ll be in a better position financially to care for his dog when he gets older, the risk he’s taking now that no emergency vet visits will be in order may be a fair gamble. This gamble is more defensible to the extent that shelter life would be miserable (some are nice; others pitiful), and to the extent that Sam has reason to think he’ll have more time for his dog in the near future.

So there ya go. The ethics of adopting a dog on a budget in two quick steps 🙂 There’s more to analyze, but hopefully this will point you in the right direction.

The best of luck to all teams competing at UNC this year, and special encouragement to the teams from Tennessee, DC, LA and Houston (this one was for you and your crew, Deric – enjoy nationals!).

Matt

Ethics Bowl Public Speaking Tips

If you have team members who are intimidated by the public speaking aspects of ethics bowl, here are some quick tips in the form of my Three Commandments of Public Speaking.

Kicking off the DC Area HSEB in 2013

Commandment I: Know Thy Material 

Knowing what you’re talking about as a speaker not only improves your content, but your confidence and delivery. Just imagine being asked to give an impromptu lecture on rocket booster o-rings. Right now. Unless you’re a rocket scientist who’s recently lectured on this topic, this would suck.

However, imagine being asked to give a talk two months from now on a topic with which you’re already familiar. Were you to take the time to carefully study it, craft a clear and organized message, and conduct additional background research, you’d a) have much more useful, accurate and informative ideas to share, and b) feel a heck of a lot better about sharing them.

With ethics bowl, knowing what you’re talking about means carefully reading and analyzing the cases, identifying the morally relevant details, drafting and refining a well-supported position, as well as anticipating and being able to respond to objections. It means understanding the nuances of any ethical theories that might be applied, as well as anticipating other takes on the issue, and how you might go about evaluating them. In a nutshell, it means having a breadth of understanding that will facilitate deep analysis on the fly.

Developing this level of mastery for a dozen or more cases can be tough. One strategy is to work up a summary table to help your team organize their thoughts. Click here for an article on doing that via a “case summary matrix.”

Commandment II: Be Thyself

The implicit pressure to adopt the style, mannerisms and tone of the judges (or what your team imagines the judges’ style, mannerisms and tone will be) can be strong, especially if they’re new to applied ethics and ethics bowl.

However, this is both likely to come across as transparently insincere (students are not judges, so why pretend to behave like them?), and to make your team feel a bit slimy.

Encourage them to find and become comfortable speaking in their unique voice, whatever that voice might be. Their “stage self” will be different (a little more polished, a little more formal, but still them) from their “hanging out with friends self,” or their “attending a concert self,” or even their “prepping with the team self.” But if the personalities that shine through are genuine, they’ll be more comfortable and confident, the judges will likely respect them more, and as a coach, their performance will be more likely to make you smile. (Warm smiles of pride are one of the primary perks of being an ethics bowl coach.)

Commandment III: Practice

Last, in order to develop your stage self, and in order to really know what you’re talking about, you have to practice. Your team won’t know exactly what questions will be asked, either by the moderator, the other team, or the judges, and so can’t rehearse responses. But they do know the cases, and they will have general positions sorted out beforehand, and can practice delivering an overview that establishes their mastery of the key details, as well as their general take, which they can customize and elaborate upon per the flow of the bowl.

Rehearsing a 60-second pitch that covers that much will significantly boost their confidence, and will allow them to begin speaking on a strong note. Starting strong will make a nice initial impression, affirming to themselves and everyone in the room that they’ve taken the event seriously.

To give them practice answering questions, simply conduct a mock bowl. How soon to do this during bowl preparation depends on your team’s familiarity with applied ethics, the cases and the bowl process. But there are few better ways to prepare for any event than running through the motions. That’s why actors do dress rehearsals, sports teams scrimmage, boxers spar, and militaries conduct war games. The more mock bowling, the better prepared and comfortable your team will be.

Stage Fright

Last, if you have team members who after carefully studying the material, embracing their stage selves, and rehearsing are still anxious about speaking, click here for a free chapter from my public speaking book on conquering nervousness. My “Urban Honey Badger” assertiveness drill is a little unorthodox. But it works!

For a video overview of my Three Commandments of Public Speaking, check out the below. And if you think your team could use my public speaking book, don’t buy it — just shoot me an email — happy to mail a free copy to any ethics bowl team that would do me the honor of using it. Cheers, Matt

Arguments vs. Opinions

In academic philosophy, an “argument” is a series of claims, called premises, intended to logically support another claim, called the conclusion. Sometimes rather than providing an actual argument, people will simply articulate an unfounded opinion, sometimes emphasizing how strongly they hold it (as if that somehow strengthens its plausibility or gives us objective reason to accept it). 

For example:

“It is my strong belief that abortion is wrong except in cases to save the mother’s life. I have believed this since I was young, and it seems obviously true – something even a child could appreciate. How could a moral person support the killing of an innocent baby? They couldn’t, and anyone who does is clearly evil.”

Contrast that with a similar view backed by an actual argument (and absent the inflammatory language):

“Abortions for reasons other than to save the mother’s life are unethical because the Unborn Developing Human, while not yet fully possessing the capacities of personhood (ability to feel pleasure and pain, ability to engage in relationships, ability to engage in higher reason and use it to develop and execute a life plan) is alive (growing, responding to stimuli) and possesses a genetic code that will enable it to develop into a full person, as well as a fully functioning member of the moral community.”

While the above passages share the same conclusion – that abortions are wrong except when necessary to save the mother’s life – the first doesn’t provide any compelling, rational reasons to support that view. It asks rhetorical questions, explains how long the author has held this view, and calls people who disagree mean names. But it doesn’t offer reasons, logically arranged, to support a conclusion.

The second passage, on the other hand, makes the case that abortions other than to save the life of the mother are immoral because (“because” is a premise indicator) the Unborn Developing Human (or baby/fetus if you prefer) will become a full person, and a full member of the moral community if allowed to grow and develop. Therefore, while aborting a UDH wouldn’t terminate an actualized person, it would terminate a potential person, which this author implies is morally wrong.

They’d do well to further explore why this would be wrong, to concede that UDHs are not actual persons (yet), and to argue why killing a potential person would be so wrong as to override all reasons a pregnant woman might have interest in aborting, beginning with pregnancies that are the result of rape. But we consider this brief argument here simply to show what an actual argument looks like contrasted with an emotionally laden opinion.

To the extent that your team offers arguments rather than mere opinions, you’ll help advance our collective understanding of the issue, and do better in ethics bowl.

2018-2019 NHSEB Case 15: Gun Control

As your team considers case #15, the temptation to cite the 2nd Amendment, Supreme Court rulings, various laws and the like will be strong. Resist! Just because something is legal (or illegal) doesn’t make it moral (or immoral). You’re prepping for an ethics bowl, not a trial. So bring arguments grounded in logic, not legal precedent. But how?

While I usually discourage using the language of rights (too coarse, simplistic), I once argued that people enjoy a human right to keep and bear arms based on our basic interest in personal security combined with the state’s inability to guarantee it. People who only read that conference presentation’s title, “A Human Right to Keep and Bear Arms,” likely concluded I was a gun nut. However, those who attended learned that “arms” didn’t necessarily mean firearms, but simply defensive tools.

The argument went something like this: if humans have an interest in personal safety (and we do), and if no degree of police protection short of solitary confinement can guarantee our safety at all times (and it can’t), then so long as some people are prone to violently attack others (and they are), would-be victims will have an interest in reliable defensive tools – if nothing else, as a last resort. However, if self-defense is all we’re after, there’s little reason to think those tools have to be guns.

taser shotgun shell
Possible non-lethal solution: self-contained taser in a shotgun shell?

How about pepper sprays, or some new (even nastier, even more caustic) chemical propellant? Sprays wouldn’t work when it’s windy, or when you’re attacked in the sauna. So how about stun guns – handheld high voltage zapper thingies? Or tasers – the police officer’s go-to nonlethal tool – which shoot wire-bound probes and electrocute with the push of a button. Might these tools prove effective at fending off assailants in many circumstances?

Maybe so, but for better or worse, firearms have proven even more effective (a determined attacker might brush off a stun gun zap, but not a 12-gauge slug), can better handle multiple attackers (a taser can only subdue one assailant at a time, but a pistol can repel a dozen or more in trained hands), and are surely a more compelling deterrent. If there’s a chance I might get shocked if I assault someone, I’ll think twice. But if there’s a chance I might get killed, that’s a far more powerful reason to do something more peaceful.

At the same time, the current availability of firearms hasn’t put a stop to violent crime. In fact, in many cases guns unfortunately facilitate and amplify violent crime.

So an important question is whether guns’ heightened effectiveness at stopping and preventing violent crime outweighs the likelihood guns will be used to commit violent crime. Which leads to questions about how firearms might be regulated in ways that would retain their deterring and defensive benefits, but hinder their potential to cause harm. I’m of course considering rate-of-fire and magazine capacity restrictions. Bump stocks were recently banned because they could be easily used by novices to fire semi-auto rifles almost as quickly as fully-auto rifles (though with a severe drop off in accuracy). And some states have limited magazine capacity because while 10 or fewer shots *might* be needed to repel a home invasion, being able to fire 11 or more shots before reloading might primarily be useful to someone only interested in maximizing random innocent deaths.

This leads to another key question: whom, if anyone, should be allowed to own firearms? Everyone over 18? Over 21? Only current and ex-police? Only current and ex-military? Any citizen who’s passed a basic background check? Only those who’ve completed rigorous safety trainings and mental fitness exams? Even violent felons have a fundamental interest in personal security. But how do we balance a person’s interest in protecting themselves against their propensity for harming others?

Then there are questions of concealed carry, open carry, whether it’s legit for employers to prevent employees from keeping legally owned firearms in their personal vehicles on company property, whether citizens should be allowed to carry in establishments that sell alcohol (independent of whether they’re actually consuming alcohol).

Then there are pistol grips and folding stocks and bayonets. And inter-state transport questions, safe storage questions, and questions of civil and criminal liability. If someone steals my gun and commits a crime with it, should I be held liable? Applied ethicist Hugh LaFollette has argued yes, on grounds that this would give people very good reason to securely store their weapons. Want to really give your team an edge? Check out his argument for yourself here.

Lots of questions, none of which have quick and easy answers. Well, quick and easy answers are available, as a quick Google will show. But this is ethics bowl, where the judges aren’t interested in the NRA’s or the Brady Campaign’s talking points. They’re looking for well-thought-out views that directly address the question posed… which your team won’t know until it’s asked… But your team can (and should) develop a general position on firearms regulations which they can then mold at the bowl.

But whatever general direction your team takes the issue, make sure they appreciate, are taking into account, and are prepared to address contrary views. Single-minded hardheadedness may be rewarded in some circles, but ethics bowl is not one of them.

And if the other team brings up the 2nd Amendment, or any law, for that matter, use it as an opportunity to highlight your team’s understanding of the distinction between legality and morality. Ethics bowl is primarily concerned with the latter.

P.S. If you and/or your team finds the firearms terminology intimidating, questions welcome (I’m not an expert, but know more about guns than the average ethics professor).

New HSEB Judge Training Vid

“The cases that the students are discussing present moral issues as they are in real life… complex, ambiguous, controversial, difficult,  and ultimately quite messy. There are often no easy answers.”

Courtesy Dr. Stephen Michelman of the South Carolina High School Ethics Bowl at Wofford College, above and on the Resources page you’ll find a brand new judge training video featuring Parr Center Director of Outreach, UNC teaching assistant professor, longtime ethics bowl enthusiast, and all-around swell guy, Steven Swartzer.

Steve knows his stuff, is especially eloquent in this vid, and the overview he provides and questions he answers would be useful for anyone interested in ethics bowl. So check it out — invaluable info for an aspiring judge, coach, moderator or competitor.

Many thanks to Dr. Michelman  and company for recording, producing and sharing this with the ethics bowl community.

And coaches, if you’re having a hard time getting your team on the same page, take heart. As Steve concedes, “We try to write cases that are designed to elicit disagreement.” 

Oh, and another gem from the Q&A section (especially useful if you’re a new ethics coach with experience in debate), a judge asks how to score teams that change their position after commentary from the opposing team (or during the judges interaction period, for that matter). Steve’s response: “In debate, if you change your mind, I guess you lose… That’s not what happens here, necessarily. It’s actually sometimes a sign of mature moral thinking to say, ‘Oh, you know what? I think that that point was really excellent and I think that it does… seriously call into question at least some part of [our initial view]. So changing their mind is not necessarily a bad thing… Or, on the other side, are they moving too easily to accommodate something that might not be [a quality objection].”

2018-2019 NHSEB Case 6: Fake Followers

What if social media likes, follows and subscribers didn’t reflect a person or thing’s popularity, but their budget?

a real ad from a service apparently based in India

As NHSEB case 6 exposes, social media endorsements can easily be bought online. The motive is simple: the more Twitter followers, Facebook likes and YouTube subscribers, the more credible, trustworthy and cool a person, cause, party, or product appears to be. Nothing succeeds like success, and so it’s much easier to add followers when it appears that you already have followers.

However, paid social media endorsements dilute the value of all social media endorsements. We can see this, and why the practice might be unethical, by analyzing it from the perspective of Kant’s Categorical Imperative.

Kant’s CI sounds fancy (and kinda is), but can be simplified into two basic rules:

  1. Only do stuff you could rationally endorse everyone else doing in similar circumstances
  2. Always treat persons with respect, and never as mere tools

In applying rule #1, also known as Kant’s universalizability test, consider what the result would be if everyone paid people and bots to follow them and like their posts. If everyone did this, then the number of followers, likes or subscribers an account enjoyed would cease to impress.

Having 100k+ YouTube subscribers is only a good indicator that the channel is of high quality (or at least adds value for many people) because we assume the numbers represent actual humans who genuinely endorse and enjoy the videos released there. However, if everyone always paid for YouTube followers, we’d realize a channel’s subscriber count is not an indicator of its quality, and would have to find some other way to decide whether to invest the time to sample its content.

The same would be true for Snapchat, Facebook, Instagram and all social media platforms – followers, likes, subscribers etc. are only impressive because we assume they reflect actual popularity among actual non-paid humans.

Using Kant’s ethics to consider the implications of universalizing the purchase of social media popularity clarifies why doing so would undermine the intent of those who currently do it. When people buy likes, they want to come off as more popular than they actually are. But since they couldn’t endorse everyone doing this (for if everyone did it, they’d get no benefit by doing it themselves), social media influence buying can’t pass Kant’s universalizability test, and is therefore unethical, at least from the perspective of Kantian Ethics. Analyses from other ethical angles may generate a different result.

And by the way, for an ethics video or two, check out my YouTube channel, YouTube.com/MattDeatonPhD. As far as I know, all 338 subscribers are actual unpaid humans 🙂

2018-2019 IEB Case 15: Day of Absence

The following guest case analysis by DePauw IEB team member, Marko Mavrovic, concerns a controversial practice at Evergreen State College in Olympia, Washington.

Evergreen College created the “Day of Absence,” a tradition to emphasize the lack of inclusion of people of color on campus. Students and staff members of color would leave campus for the day to emphasize their importance to the university. In 2017, however, the self-segregation of people of color shifted to an encouraged segregation of white people. The event organizers requested that white members of the university remove themselves from campus for the day. This was to show solidarity with minority students and to dismantle white supremacy by having whites relinquish control of white dominated spaces. Understandably, some were not pleased with this request. One of whom was Professor Bret Weinstein, who wrote in emails that the request was a “show of force” and an “act of exclusion” directed towards white students, something that would promote the opposite of an inclusive university.

Moral Dilemma: There are several moral dilemmas in this case, but the main dilemma is whether the goal of an inclusive campus environment justifies exclusionary, albeit temporary, practices against one race of people. The issue of free speech constitutes another, minor moral dilemma.

Motivations for the 2017 Day of Absence: The case highlights that the request for white members of the university to leave campus was done in part so that whites could relinquish their control of white-dominated spaces. Presumably, an additional motivation or justification for this request was a desire to have white students and faculty endure the feeling of exclusion that many marginalized peoples and ethnic minorities experience during their lifetime.

Day of Absence is not the only means – and may not even be the best means – of achieving the desired end. If the goal is to integrate historically underrepresented people or racial and ethnic minorities into the wider community, it seems a day of segregation is not the best way of achieving that goal. Asking white faculty and students to leave simply because they are white is not the means by which a community is going to become fully integrated.

There are other and possibly better ways of addressing this lack of inclusivity. Why is it important to understand that alternatives exist? Because opponents of Weinstein accused him of racism and being against the efforts to make a more inclusive environment simply because he was protesting the Day of Absence. Weinstein was not protesting the goal, he was protesting this specific way in which was the school sought to achieve the goal. Even the previous incarnation of Evergreen’s Day of Absence seems preferable to the 2017 versions because a group of students willingly removed themselves from campus to illustrate their importance to the university. Asking and encouraging other people – based solely on their skin color – to leave campus is detrimental to that goal.  One example of the numerous alternatives to address the so-called equity gaps would be hold a forum in which historically underrepresented people or racial and ethnic minorities air their grievances and the campus community engages in actual, active dialogue to come to a collaborative solution. Another alternative is a course on historical marginalization, so that students are aware of societal ills of the past and how they inform the present. However, the presence of alternative means does not itself make the Day of Absence impermissible. Such a principle would be hard to defend. One would have to demonstrate that the means work against achieving the desired ends.

The Illogical Nature of the Day of Absence: It may be worth stating the obvious: inclusion by exclusion is logically contradictory. The expressed goal of Evergreen’s Day of Absence is to emphasize the lack of inclusion of people of color and address the “equity gaps” of the school’s community. But it is important to remember that words have meaning. The adjective “inclusive” refers to not excluding any section of society or party involved in something. Asking or encouraging white students to leave campus, as the Day of Absence did in 2017, is an act of exclusion. It is the opposite of inclusion. It is akin to saying Addition by Subtraction. P and not P. While this argument focuses the logic of the linguistics, the contradiction illustrates how asking certain people to leave campus is not a viable way of ensuring all people are integrated on campus.

A Temporary, Not Permanent Measure: One way of responding to concern that the Day of Absence is “an act of exclusion” is to point out this is a temporary and unenforceable measure. It is not a permanent demand of the segregation of white people and people of color. It is rather a demonstration to foster some reflection and create empathy for the “inclusivity” cause. Yet it is more than reasonable to take a principled stance against any act of exclusion based on immutable characteristics of a person, regardless if the act is temporary, unenforceable, or exhibitionist in nature.

Freedom of Speech? While I maintain that freedom of speech is not a main focus of this case, the case does invite further consideration of it. Weinstein expressed his thoughts on the matter and he should be able to do so as he is a member of the university community. Actions that affect the community of which one is a part should allow for opinions of support or disapproval. Just as Weinstein should be permitted to protest the Day of Absence, we believe that the students that disagree with him should be able protest his expressed opinion. But those students should not be violent or prevent him from expressing his opinion, (i.e. threatening him, barricading his office, searching for his personal spaces); doing so would be a limitation of free speech.

— Marko Mavrovic