Concurring with the philosophy that "those who do not know their opponent’s arguments do not completely understand their own," this book unites myriad essays and articles on the topic of censorship. Editor Terry O’Neil writes in the introduction, "The purpose of Opposing Viewpoints Series, and this book in particular, is to present a balanced, and often difficult to find opposing points of view on complex and sensitive issues" (p. 9).

The book is divided into five chapters, each of which addresses a controversial censorship topic. The chapters consist of six to eight essays or articles that investigate all aspects of the debate. Often, these essays directly address the previous writing. Included at the end of each chapter is an intuitive exercise, "A Critical Thinking Skill". Also, each essay or article begins with questions to consider while reading. The following issues are explored:

• Should There Be Limits to Free Speech?
• Should the News Be Limited?
• Does National Security Justify Censorship?
• Is School and Library Censorship Justified?
• Should Pornography Be Censored?

This unbiased approach to the issue of censorship takes no stated stance; it aims only to educate the reader to fully understanding censorship debates. Censorship: Opposing Viewpoints is an excellent tool to support more accurate and progressive debate.

QUOTATIONS

The evidence that TV violence has a harmful effect on normal viewers [is] ‘overwhelming’. (p. 27)
—National Coalition on Television Violence

The...community should go beyond the counting of swear words or acts of violence on screen and ask instead what point of view is displayed in a particular work. (p. 32)
—James M. Wall

The argument that secrecy is essential to the nation’s security...in reality reduces itself to and effort to keep the American people in the dark on matters that are of vital interest and concern to them. (p. 60)
—The People

This act of willful perversity was a defiant statement...that [the press, not the administration], will determine which national security secrets shall remain classified. (p. 64)
—Patrick J. Buchanan

[Broadcast regulations] violate the fundamental premise of the First Amendment—our government has no business determining who is permitted to say what. (p. 79)
—U.S. Senator Bob Packwood

Basic values...have for the most part been censored from today’s public-classroom textbooks. (p. 151)
—Jerry Falwell

It’s my contention that some of those who are the most vocal in denouncing censorship today actually pose the greatest threat to free speech. (p. 158)
—Cal Thomas

Instead of calling to an end to porn we should be seeking ways in which to make it better. (p. 197)
—Barry W. Lynn and Al Goldstein

There should be no shame in saying that pornography should be controlled. (p. 192)
—Tottie Ellis and Peter McGrath

1. Many people consider racist groups such as the Ku Klux Klan dangerous. Why might others feel that it would be even more dangerous to silence them using governmental authority?
2. Does the First Amendment’s guarantee of free speech apply in all cases?
3. In what way could the Freedom of Information Act actually be more harm than help to the American public?
4. One problem with previous antipornography laws is that their definitions have been vague. Judges and juries have had difficulty determining if an item should legally be considered pornography. How would you define pornography?
5. Should schools take a stand on different censorship issues, or should they be open forums for addressing and accepting all sides of the debate? What about churches?
6. Are you willing to consider the opposing side (the side that you disagree with) of any controversial argument? Why or why not?
7. Think of a time when you totally disagreed with someone on any censorship issue. How did you handle the argument?
8. Are you willing to compromise on controversial issues? Why is it helpful to understand other sides of debates?

Censorship undoubtedly affects youth workers, teachers, parents, and the young people. Most often it places people against one another on numerous issues including what is appropriate to watch on TV, what materials that should be taught in schools and at church, and whether to allow prayer in schools. In order to debate more clearly, it is essential to fully understand all the issues of censorship. It is important that young people understand their own views more clearly by studying their opponents’ views. This process may be guided by educated youth leaders. Youth workers may present comprehensive information and then prompt youth to make their own decisions about current censorship subjects.

IMPLICATION

QUESTIONS FOR REFLECTION AND DISCUSSION

O’Neil, T. (ed.). (1985). Censorship: Opposing viewpoints. San Diego: Greenhaven Press, Inc.

OVERVIEW