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Academia usually influences politics, not the other way around. Ideas coming out of elite social science departments eventually make their way into the public discourse. In this way, higher education has become the vanguard of the Democratic Party, espousing the radicalism that is championed by the next generation of leaders. Calls to abolish borders and dissolve national sovereignty were commonplace in academia long before Democrats in Congress started pushing for the effective repeal of immigration law. Not that many years have passed since prominent Democrats like Bill Clinton and Barack Obama defended deportation efforts. But fervent and unified opposition to such policies has been the norm in higher education for some time.

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La Noue believes that universities need to consider what they owe the United States, a country that has provided them the cultural and civic context in which they have flourished. But since a lucrative payoff is the result of a self-righteous conviction, their position is not likely to be open for debate. The refusal of those at the highest levels of scholarship to debate one of the biggest and most critical policy issues of our time is a tragedy for the public discourse. And the tactics that are being used to shut down the immigration debate reveal a larger, fundamental shift away from the liberal arts tradition.

Facing social ostracism if they object to this environment, most students will keep their heads down and focus on obtaining a cheapened degree in the hopes of moving on to a similarly repressive workplace. But a small, courageous faction will raise their voices in protest. Unfortunately, these protests usually take the form of crass or inarticulate acts of vandalism, like scrawling graffiti in common areas for all to see. In the context of the immigration debate, phrases like "Build a Wall" or "Deport Illegals" have been spray painted on university property.

To remedy this problem, La Noue suggests a return to the basics. He recommends reintroducing medieval forms of debate into the immigration discussion, complex questions formed in yes or no questions that can be the starting point for dialogue: Are national borders legitimate? Should assimilation be pursued? If higher education can once again address these foundational questions in a civil and intellectual manner then students and faculty can move on to more nuanced problems: How many Americans should there be? What sanctions should there be for violating immigration law? Groups like the National Association of Scholars and the Center for Immigration Studies can help foster these debates. e24fc04721