The Ethics Of Academic Freedom
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The Ethics of Academic Freedom
University of La Verne
EcBu 543
Ethics in Organizations And Society
Summer II
2005
Professor: Rita Thakur
The Ethics of Academic Freedom
“Dont take too seriously the advice of people who supposedly know better than you do. As long as you are finding out things we didnt know before, you are doing something right.”
~Doreen Kimura
The quest for knowledge can be a wonderful thing. It can help to empower those that need confidence, and can also assist in daily tasks. It can also provide an individual the means to improve his or her lifestyle. But did you know that sometimes a little bit of knowledge can be a dangerous thing? Truly dangerous if it is not respected and handled with care. And nowhere is that most apparent, than on the campuses and in the classrooms of this nations institutions of higher education.
Even on the most tolerant of campuses, there exist individuals who are opinionated, biased, and judgmental of others perspectives. That is to be expected. But what happens when the professors and educators (or those who have put themselves in the role as educator) have taken their freedoms for granted and base everything that they say has merit given his or her First Amendment right?
Academic Freedom
Academic Freedom exists. .”in order that society will have the benefit of honest judgment and independent criticism which might (otherwise) be withheld because of fear of offending a dominant social group or transient social attitude” (Kimura, 1993). Its a regulation to help make sure that professors and students alike have a voice on campus.
The American Association of University Professors is “a national organization committed solely to college and university faculty members. It defends academic freedom and tenure, advocates collegial governance, and develops policies ensuring due process” (Sleboda,2004). They have been extremely vocal in the assurance of academic freedom in academe.
One current section on academic freedom reads as follows:
“Freedom of thought and expression is essential to any institution of higher learning. Universities and colleges exist not only to transmit knowledge. Equally, they interpret, explore, and expand that knowledge by testing the old and proposing the new.
This mission guides learning outside the classroom quite as much as in class, and often inspires vigorous debate on those social, economic, and political issues that arouse the strongest passions. In the process, views will be expressed that may seem to many wrong, distasteful, or offensive. Such is the nature of freedom to sift and winnow ideas.
On a campus that is free and open, no idea can be banned or forbidden. No viewpoint or message may be deemed so hateful or disturbing that it may not be expressed. ”
AAUPs Committee on Academic Freedom and Tenure, June 1992.
Academic freedom is not equivalent to the same freedoms promised us by the First Amendment. If one were to assume that, then any professor could go into a classroom and espouse his or her personal beliefs as law (which, sadly enough, some professors do). By having academic freedom, it should not excuse anyone from being held responsible for what he or she might say.
Taken from the 1940 statement of academic freedom, Point B reads as:
Teachers are entitled to freedom in the classroom in discussing their subject, but they should be careful not to introduce into their teaching controversial matter which has no relation to their subject.- Limitations of academic freedom because of religious or other aims of the institution should be clearly stated in writing at the time of the appointment.
AAUP, 1940
However, UC regulations had this definition of academic freedom:
“The function of the university is to seek to transmit knowledge and to train students in the process whereby truth is to be mane known. To convert, or to make converts, is alien and hostile to this dispassionate duty. Where it becomes necessary, in performing this function of a university, to consider political, social, or sectarian movements, they are to be dissected and examined, not taught, and the conclusion left, with no tipping of the scales, to the logic and the facts.”
University of California
University Regulations (Revised No. 5), 1934
This seemed like a very sound foundation in which to run an institution of higher learning. After all, these regulations for the UC System had been in effect since 1934. However, in the aftermath of September 11th, many professors began to teach by way of indoctrinating instead of educating. Even UC Berkeleys president wanted to change the rules of academic freedom to “to reflect the modern university and its faculty” (Atkinson, R., 2003). But why should we now change the rules to suit or behavior?
Academic Bill of Rights
Conservative author, David Horowitz believes that with a new Academic Bill of Rights, we can get the liberal thinking colleges and universities back on track with what the academic freedom rules outline. He believes that there have been too many instances of liberal professors trying to indoctrinate political ideals and beliefs on students, and that if a student disagrees with the professors belief, he or she will be penalized by presumably receiving a failing grade. Horowitz gives as an example the case of a University of Northern Colorado student who had received a failing grade on a paper that reportedly refused to address the question of “Why President Bush is a war criminal?” (SAP, 2003).
This new Bill of Rights reads