In a moment when public discourse is constrained and civic trust is fragile, New York University Professor of History and Social Studies Robert Cohen offered timely context and perspective ahead of his keynote address to USC Rossier’s doctoral class of 2026 doctoral graduates on May 13. He shared his insight on the power of student activism and teaching students to think critically. A historian of student activism, Cohen, who frequently references the legacy of Martin Luther King Jr. in his research and teachings, is the author of the upcoming book Not Dreaming: Martin Luther King, Jr.’s Critique of America, which hits bookshelves this fall.
Colleges play a key role in encouraging civic engagement, Cohen explained, while still maintaining space for diversity. By promoting an open dialogue, educational institutions become a space to discuss ideas and disagreements “in a way that's civil.” Individuals can disagree productively and discuss controversial and uncomfortable issues. Citing Judge Learned Hand: “The spirit of liberty is the spirit that is not too confident that it is right.” If individuals have a position, how will one discover if it is wrong or right if dialogue is shut down? “Universities should be modeling disagreements and dialogue,” Cohen added. Free speech is something colleges should always explemify. “If you're restricting that, then you are abandoning one of the basic functions of the university, which is the place where a free exchange of ideas can occur.”
For educators navigating contested or politically sensitive topics, he offered that they should view the whole point, be fair minded and “do not bar ideas just because you don't like it.” Cohen encouraged a commitment to critical thinking for their students by inviting analysis, advocating for grounded inquiry and drawing sound conclusions in the classroom. Educators should provide students guidance in understanding why they believe, not just what they believe. By offering a space for scrutiny and debate, students are allowed to consider other ideas and perspectives beyond the classroom. For that, educators, as stewards of knowledge and equity, will need courage. “People who teach should be providing a broad view of what's going on and have a kind of debate format and teach students to think critically,” Cohen added. More importantly, students should be able to look at something and ask, "Is this truthful?" Educators should be able to transcend the possible backlash and promote “fearlessness, criticizing ideas and rhetoric.”
There is still hope he added. “People should not despair,” Cohen said. “There is always the possibility of transformation. And that's what history is about.” It is a reminder that change is inevitable and that all it takes is a spark from individuals willing to act. The graduating class should remember that this evolution is slow and change will happen. As future education researchers and academic leaders, they have agency and can become a part of a movement or profession that pushes back. Education scholars and administrators become a “saving remnant” where difficult conversations will continue. “No, we're not going stop talking about immigrants. We're not going stop talking about racism,” Cohen said. “It is a problem in schools that we have to deal with, and we can't be irresponsible.”
For graduates, they have the ability to influence and respond to challenges of the moment. “Our job is to promote knowledge and the free exchange of ideas.” You cannot shutter hope, he added, and educational scholars should be aligned. “We need to be engaged and learn from what's going on in society, and try as citizens to shoulder this responsibility.”
