Academic Freedom Under Fire. Politicians despise it. Administrators aren’t defending it. But it made our universities great—and we’ll miss it when it’s gone. The congressional appearance last month by Nemat Shafik, the president of Columbia University, was a breathtaking “What was she thinking?” episode in the history of academic freedom. It was shocking to hear her negotiating with a member of Congress over disciplining two members of her own faculty, by name, for things they had written or said. The next day, in what appeared to be a signal to Congress, Shafik had more than a hundred students, many from Barnard, arrested by New York City police and booked for trespassing—on their own campus. But Columbia made their presence illegal by summarily suspending the protesters first. If you are a university official, you never want law-enforcement officers on your campus. Faculty particularly don’t like it. They regard the campus as their jurisdiction, and they have complained that the Columbia administration did not consult with them before ordering the arrests. Calling in law enforcement did not work at Berkeley in 1964, at Columbia in 1968, at Harvard in 1969, or at Kent State in 1970. What’s more alarming than the arrests—after all, the students wanted to be arrested—is the matter of their suspensions. They had their I.D.s invalidated, and they have not been permitted to attend class, an astonishing disregard of the fact that although the students may have violated university policy, they are still students, whom Columbia and Barnard are committed to educating. You can’t educate people who cannot attend classes. The right at stake in these events is that of academic freedom, a right that derives from the role the university plays in American life. Professors don’t work for politicians, they don’t work for trustees, and they don’t work for themselves. They work for the public. Their job is to produce scholarship and instruction that add to society’s store of knowledge. They commit themselves to doing this disinterestedly: that is, without regard to financial, partisan, or personal advantage. In exchange, society allows them to insulate themselves—and to some extent their students—against external interference in their affairs. It builds them a tower. The concept originated in Germany—the German term is Lehrfreiheit, freedom to teach—and it was imported here in the late nineteenth century, along with the model, also German, of the research university, an educational institution in which the faculty produce scholarship and research. Since that time, it has been understood that academic freedom is the defining feature of the modern research university. All professions aspire to be self-governing, because their members believe that only fellow-professionals have the expertise needed to make judgments in their fields …failures of self-regulation invite outside meddling. https://lnkd.in/gJXU3a5K
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When academic freedom becomes an excuse for incivility A useful take, by Jennifer Schuessler (NY Times) on the nature of academic freedom. Although she doesn’t specifically name a key thread in her article as a debate around separating academic freedom from incivility, that’s the gist. I cannot think of a better way to encapsulate the toxic environment in higher ed than a battle between wielding academic freedom as a blunt sword against your opponents versus reigning this “freedom” in with a requirement for civility. Remember that, in higher ed, where a war of ideas is upheld as an ideal, your opponents can be students, staff, administrators, and fellow faculty. If people get hurt, and even commit suicide because of the abuse, perpetrators defend their actions as an exercise of “academic freedom.” We are then called on to look the other way and continue to defend the lofty goals of “academic freedom” as a totalitarian ideal. When does academic freedom become incivility? That should really be the question. I was one of those individuals brutalized by the sword of “academic freedom,” where a fellow faculty member got away with racist and other damaging behavior by issuing this battle cry. Too many people were forced to leave the university, or worse (including me), because of how the professor’s abuse was framed. The administration defended the abusive professor by saying it was an issue of “academic freedom.” My students were brutalized by professors in my institution under the guise of academic freedom. I tried to call it out. I was silenced with the same tool that I spoke out against. There is such a need for framing a discussion on academic freedom as a potential instrument for abuse and harassment—it’s not all about scientific inquiry. Its supposed purity must be tarnished to achieve justice. When does academic freedom become immoral and abhorrent? If we are afraid to ask this question, then we tacitly uphold the status quo in which an academic can get away with pretty much any behavior as long as it doesn’t violate a criminal statute.
The Fight Over Academic Freedom
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Executive Dean of Creativity and the Arts @ Shenandoah U | Finder of Mischief Makers | Community Builder | Author & Concert Artist
🎓 The Complex Landscape of Academic Freedom in American Universities 🎓 Louis Menand’s recent and timely article in The New Yorker offers an especially helpful examination of the pressures facing academic freedom on U.S. campuses. Here’s a snapshot of what stands out and what could use more depth: ✅ Strengths: • Rich historical context; • Sharp differentiation between academic freedom and first amendment rights; • Insightful discussion on the tension between academic autonomy and political interference, showcased by recent events at Columbia Univ; and • In-depth analysis of legal impacts, such as the civil rights act, on academic policies. ❌ What is overlooked or missing : • Global perspectives are missing; • The impact of financial pressures is underexplored; • Effects of digital technology and social media on scholarly discourse; • the impact of diversity initiatives on academic standards (often overlooked in these discussions); and • Student roles in governance are only briefly touched upon. 🔆 Two of the better quotes: “Tolerance is the price academics and students pay for the freedoms society has carved out for them.” and “Academic freedom is an understanding, not a law.” Menand’s article reminds us that the rights to independent inquiry and free expression have long made American universities innovation hubs. Understanding these issues seems vital for anyone interested in higher education. #AcademicFreedom #HigherEducation #UniversityLife #EducationReform
Academic Freedom Under Fire
newyorker.com
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Academic freedom, which many view as essential for higher education's role in the public good, is increasingly under threat in the U.S., as highlighted by the V-Dem Institute's findings. This decline is largely attributed to political and social polarization, with recent events, such as crackdowns on pro-Palestine protests, exemplifying the ongoing challenges. There are five key factors contributing to this erosion of academic freedom according to this article: 1. Legislation and Gag Orders: Numerous states have enacted laws restricting discussions on critical race theory and related topics, misrepresenting academic discourse as divisive and guilt-inducing. 2. Activist Governing Boards: Non-expert board members are overstepping their roles, undermining faculty autonomy, and making unilateral decisions that affect academic integrity, such as revoking tenure without due process. 3. Donor Influence: Wealthy donors are increasingly dictating academic content and speaker choices, as seen in the forced resignation of Harvard President Claudine Gay due to donor pressure. 4. Erosion of Tenure: The decline in tenure-track positions has left many faculty members vulnerable to external pressures, with new laws in states like Florida and Texas further weakening tenure protections. 5. Delegitimization of Higher Education: Right-wing activists are fostering a negative perception of academia, framing faculty as politically biased and justifying legislative and administrative attacks on academic freedom. These developments threaten the core principles of free and critical thinking in higher education, raising concerns for those who value academic integrity and independence. https://lnkd.in/ek7mjKAu
5 growing threats to academic freedom
theconversation.com
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Excerpt: The ability to teach and conduct research free from political interference is the cornerstone of higher education and its contribution to the public good. Academic freedom, however, has become increasingly threatened. V-Dem Institute, a global research organization that monitors indicators of democracy around the world, determined that academic freedom has “substantially worsened” in the United States in recent years. This is largely due to political and social polarization. In recent months, professors across the country have sounded the alarm about infringements on academic freedom following crackdowns on pro-Palestine protesters on campus. The current conflict, however, is only the latest iteration of an intensifying decline in academic freedom. As a researcher who examines the politics of higher education, I believe there are five distinct but mutually reinforcing ways that academic freedom has been threatened in the U.S. in recent years.
5 growing threats to academic freedom
theconversation.com
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Great to see the case of FSU member and former law lecturer Almut Gadow cited by the higher education and employment lawyer James Murray in his latest piece for The Critic Magazine! Despite academic freedom currently being under siege in the UK, James says that are a multitude of reasons to think that the future for academic freedom and free speech on campus is in fact bright. The main driver of this, he says, is the Higher Education (Freedom of Speech) Act 2023, which contains new and enhanced duties on Universities and colleges, requiring them to protect free speech on campus and academic freedom. In addition, new organisations the London Universities' Council for Academic Freedom are being formed to support academics who face free speech and academic freedom issues. These organisations join the well-established Academics for Academic Freedom group, with branches being formed in numerous Universities across the UK at a fast pace; and the well-known Free Speech Union, which supports many academics and higher education staff in their free speech disputes. Speaking of such cases, these are another reason for great cheer with respect to academic freedom. There are several high-profile cases involving academic freedom issues which are currently making their way through our tribunals, including Phoenix v Open University, Favaro v City University and Gadow v Open University. As noted on the crowdfunding page, the Gadow case argues that valuing academic freedom is, in itself, a protected philosophical belief under the Equality Act 2010. It seeks to entrench the significant human rights protection for academic free expression into UK law. Worth reading in full. https://lnkd.in/eeityNee You can find out more about Dr Gadow's case at the link below. https://lnkd.in/eAMYAuj8
The future is bright for academic freedom | James Murray | The Critic Magazine
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Understanding Academic Freedom: Key Legal Aspects and Rights in Education Academic freedom is a cornerstone of the educational system, ensuring that educators and students can explore, teach, and discuss ideas without fear of censorship or retaliation. This concept is critical for fostering an environment of intellectual rigor and innovation. Understanding the legal aspects of academic freedom is essential for navigating the complexities of education law and protecting the rights of all parties involved. What is Academic Freedom? Academic freedom refers to the right of educators and students to pursue knowledge and research, teach, speak, and publish without undue restriction. This freedom is fundamental to the mission of educational institutions, which aim to promote inquiry, debate, and the dissemination of knowledge. It encompasses the liberty to discuss controversial subjects, critique established norms, and explore new ideas. Legal Foundations of Academic Freedom The legal foundations of academic freedom are deeply rooted in constitutional law... #academicfreedom #academicintegrity #academiclaw #educationlaw #educationalpolicy #educationalsystem #educators'rights #freedomofspeechinacademia #legalchallengesineducation #LegalProtections #LegalRights #students'rights
Understanding Academic Freedom: Key Legal Aspects and Rights in Education
attorneys.media
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** Foundational principles: freedom of academic enquiry, thought and speech ** These past few months there have been tensions across many university campuses, triggered by the violence and humanitarian crisis in Israel, Gaza, and Palestine. We've seen it ourselves at LSE, including an encampment in a university building which ended only after extensive negotiations at the end of which the School took legal action against the protestors to restore the building to its whole-community purpose. Following this, LSE's President and Vice Chancellor, Prof. Larry Kramer - who took up post in April - has published on behalf of LSE's leadership an incredibly thoughtful response. At 13 pages, it's not a quick read. But it's well worth it, for it is many ways a manifesto for the enduring purpose of a universities as places and communities where any and all ideas can be freely explored and discussed. Here's a section that gives a flavour: "The primary role of universities is research and teaching, not operating as a political actor on divisive issues. Organizations dedicated to advocacy exist in plenitude, but universities are not among them. On the contrary, what makes universities institutionally unique is that their central task and animating reason is to develop and support a community of critical thinkers who can and will, collectively, analyse and understand complex issues from multiple viewpoints. "As soon as a university formally or officially adopts a public stance on some controversial matter, it risks inhibiting free inquiry within the university—alienating, and inevitably silencing, students and faculty who hold opposing views, and diminishing the diversity of thought that enriches academic discourse and learning. ... "Bear in mind that such an institutional stance does not mean discouraging advocacy or civic engagement by students and faculty. To the contrary, the concern for academic freedom that requires the institution not to take positions is the very thing that enables students and faculty to do so: leaving them free to take different positions and debate and disagree, so long as they do so lawfully. To be sure, faculty are expected in their classroom teaching to exercise restraint, so as not to create an atmosphere in which students who hold different views feel isolated or unwelcome: to do otherwise is just bad teaching. "And we seek to foster a culture in which even people who disagree vehemently will do so civilly and respectfully. But every student and every faculty member retains the freedom to hold and lawfully present their own views—a freedom secured by the institution’s not doing so." You can read the full response here 👉 https://lnkd.in/e5aR2g3n
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New Trinity Declaration on Academic Freedom and Freedom of Expression: ‘There are two divergent perspectives on the role of universities in contemporary Ireland. Certain voices posit that universities should function in a nakedly political fashion, irrespective of objections by both academics and the student body. They hold that a standardised political outlook should be adopted and enforced in a whip like fashion. We affirm a different conception of the University, that universities are capable of performing this political function absent from the implementation of ideological conformity and collective University positions. Our view is that in its agnosticism toward ideology, universities create a space wherein open debate and the dissemination of knowledge are placed on a pedestal. In turn, genuine academic innovation and progress are fomented. Academic freedom and freedom of expression, values which should be treated as sacrosanct by students and academics alike, are threatened by university politicisation. In practice this stifles debate, engenders conformity, creates a climate of hesitancy with respect to the expression of one’s views, and is detrimental to the morale of the student body. We warn against interference caused by, for example, the pegging of research funding to ideological commitment, and the threat of allowing unrepresentative bodies, student or otherwise, to dictate the ideological direction of the university. This will fundamentally chill academic freedom and the culture of free inquiry, dissent and debate on campus. As the Kalven report noted; “[The University] should not, therefore, permit itself to be diverted from its mission into playing the role of a second-rate political force or influence.” Irish Universities have a long, rich history of producing many of the finest politicians, thinkers, and poets – Oscar Wilde, George Berkeley, Jonathan Swift, and Thomas Davis. Subject to a censorial, ideologically uniform status quo, is it even conceivable that our Universities could produce such figures again ? A zeitgeist of open inquiry was cardinal to the flourishing of their intellects and creativity. We do not subscribe to indifference toward political and social causes, but we do proclaim our firm opposition to the adoption of a dogmatic attitude toward them from the University as an institution. Our Belief is that universities are a unique instrument for the betterment and enrichment of society. In order for a university to protect its capacity to carry out this role, it must be a space for open inquiry, rigorous debate and scrutiny. The University must not marry itself to the political convictions of the day at the expense of this mission.’ https://lnkd.in/eJrygwDg
Trinity Declaration on Academic Freedom launched in response to “pernicious censorial culture” - Gript
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The Limits of Academic Freedom Academics from across the political spectrum have appropriately objected to some recently proposed laws as threats to academic freedom and thereby to higher education’s historic mission—the discovery and dissemination of knowledge. The principle of academic freedom has long stood as the guarantor of the free and open inquiry requisite to the academic pursuit of truth and is widely understood to allow for no exceptions. But adherence to the principle does not preclude all limits on faculty conduct. Academic freedom does not require colleges and universities to tolerate bad teaching or incompetence. Nor should it protect professorial conduct that undermines open inquiry and pursuit of truth. Although academic freedom is generally viewed from the perspective of the professor, students are among the principal beneficiaries. Students benefit from their professors’ freedom to pursue every inquiry that might reveal truth while themselves being free to explore on their own. Thus, professors and students have a symbiotic relationship in the pursuit of truth, but not as equals. Professors are presumed to have greater expertise and experience, although the good professor knows that he has much to learn from students as well. #AcademicFreedom #FreeSpeechOnCampus #StudentSelfCensorship #ProfessorialPower #OpenInquiry Why do students self-censor? https://lnkd.in/dyCN-arW
The Limits of Academic Freedom by James Huffman | NAS
nas.org
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Recognized International Leader and Speaker on Race, Gender and Ethnic Diversity and Inclusion and Implicit Bias
Professor Ben-Dan asserts "Traditional academic freedom protects plainly racist academic speech, assuming an all-white intellectual community and assuming that racial hierarchy is necessary for democratic existence. If, however, society has drastically changed, then understandings of academic freedom must also evolve as well. More importantly, if America is to reach its purported goal of achieving racial equality for all, then plainly racist intellectual ideas can no longer have a home anywhere in America, especially not within academia. The knowledge generated in academic spaces influences the general public and shapes laws and public policies. Thus, universities have a responsibility to ensure that the ideas they generate have scholarly support and the potential to benefit society at large. Plainly racist intellectual ideas in the twenty-first century have neither of these qualities, thereby rendering traditional academic freedom both severely outdated and a real danger to the academic project. Academic freedom in the twenty-first century mandates a more contemporary conception: it requires recognition that publicly expressed societal attitudes toward race have changed for the better since the early twentieth century, and that blatantly racist ideas are destructive to society. This contemporary academic freedom is intolerant of plainly racist ideas, as such ideas are unscholarly and untrue and only serve to harm historically marginalized members of society. Contemporary academic freedom accounts for a more racially diverse world and intellectual community and rejects hierarchy on the basis of race. In essence, whereas traditional academic freedom was consistent with America's primitive, early-twentieth-century values of white superiority and exclusivity, contemporary academic freedom aligns with America's currently articulated values of racial equality and inclusivity."
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