Last edited by Kagul
Wednesday, May 20, 2020 | History

4 edition of The American concept of academic freedom in formation found in the catalog.

The American concept of academic freedom in formation

a collection of essays and reports

  • 195 Want to read
  • 8 Currently reading

Published by Arno Press in New York .
Written in English

    Subjects:
  • Teaching, Freedom of.

  • Edition Notes

    Includes bibliographical references.

    Statementedited by Walter P. Metzger.
    SeriesThe Academic profession
    ContributionsMetzger, Walter P.
    Classifications
    LC ClassificationsLB2332 .A52
    The Physical Object
    Paginationca. 300 p. in various pagings ;
    Number of Pages300
    ID Numbers
    Open LibraryOL4907176M
    ISBN 10040510037X
    LC Control Number76055209

      Reichman, professor emeritus of history at California State University at East Bay, spends pages doing so in his new book, The Future of Academic Freedom (Johns Hopkins University Press). The highly digestible book includes 10 essays on topics from social media to outside donor influence on colleges and universities, from unions to recent. Academic Freedom: The right to teach as one sees fit, but not necessarily the right to teach evil. The term encompasses much more than teaching-related speech rights of teachers. Educational institutions are communities unto themselves with rules of their own, and when conflicts arise, the most common and compelling arguments involve freedom.

    Search the world's most comprehensive index of full-text books. My library. his primer offers a general overview of academic freedom in American higher education. It is designed to present basic concepts, including the application of aca-demic freedom to faculty members and institutions of higher education. Each Ameri - can college or university applies principles of academic freedom in the context of its own mission.

      Numerous books have addressed the question of academic freedom over the years; this collection asks whether the concept of academic freedom still exists at all in the American university system. It addresses not only overt attacks on critical thinking, but also—following trends unfolding for decades—engages the broad socioeconomic. The ongoing conflicts at the University of British Columbia that I wrote about last week have caused a lot of discussion about the concept of “academic freedom”. Unfortunately, a fair amount of that discussion has criticized academic freedom as nothing more than an excuse for lazy academics to do irrelevant work, or as something that’s only important to ivory-tower inhabitants fighting.


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The American concept of academic freedom in formation Download PDF EPUB FB2

At the bottom of every controversy embroiling The American concept of academic freedom in formation book university today—from debates over hate-speech codes to the reorganization of the academy as a multicultural institution—is the concept of academic freedom.

But academic freedom is almost never mentioned in these debates. Now nine leading academics, including Henry Louis Gates, Jr., Edward Said, Richard Rorty, and Joan W. Scott, consider the problems confronting the American University Cited by: “For the Common Good: Principles of American Academic Freedom” by Prof.

Matthew W. Finkin is impressively researched, well organized, and clearly written. A fine piece of scholarship about a topic that is sadly taken for granted and very much at risk today in by: Essential to the acceptance of the concept of academic freedom is the notion that truth is best discovered through the open investigation of all data.

A less clearly developed corollary of academic freedom is the obligation of all those who enjoy it to pursue the line of open and thorough inquiry regardless of personal considerations. The American conception of academic freedom crystallized nearly a century ago in theDeclaration of Principles on Academic Freedom and Academic Tenurecreated in by the American Association of University Professors (AAUP).It received its canonical formulation in in the jointly formulatedStatement of Principles on Academic Freedom and Tenure, which is presently endorsed.

At the bottom of every controversy embroiling the university today—from debates over hate-speech codes to the reorganization of the academy as a multicultural institution—is the concept of academic freedom. But academic freedom is almost never mentioned in these debates.

Now nine leading academics, including Henry Louis Gates, Jr., Edward Said, Richard Rorty, and Joan W. Scott, consider the problems confronting the American University.

Louis Menand opens The Future of Academic Freedom with a brief survey of some current issues surrounding the concept of academic freedom: the effects of postmodernism and multiculturalism, disciplinary and administrative crises, and the problems of extending academic freedom to include students.

The next two contributors debate the epistemological status of academic freedom. Academic freedom in the classroom is itself an ancient concept, as the death of Socrates attests In its modem form, the concept can be traced to 19th cen tury Germany, where it implied both the teacher’s freedom to teach and the stu dent’s freedom to learn.

Professional organizations in the United States, in. Academic freedom, the freedom of teachers and students to teach, study, and pursue knowledge and research without unreasonable interference or restriction from law, institutional regulations, or public pressure.

Its basic elements include the freedom of teachers to inquire into any subject that evokes their intellectual concern; to present their findings to their students, colleagues, and others; to publish their.

This primer offers a general overview of academic freedom in American higher education. It is designed to present basic concepts, including the application of academic freedom to faculty members and institutions of higher education.

Each American college or university applies principles of academic freedom in the context of its own Size: KB. But academic freedom implies not just freedom from constraint but also freedom for faculty and students to work within a scholarly community to develop the intellectual and personal qualities required of citizens in a vibrant democracy and participants in a vigorous economy.

Academic freedom is protected by society so that faculty and students. The American concept of academic freedom in formation: a collection of essays and reports. Thinking seriously about academic freedom, including reading Matthew W.

Finkin's and Robert C. Post's provocative For the Common Good: Principles of American Academic Freedom, is an existential experience. As they note, "Academic freedom, if it is to do. Academic freedom—crucial to the health of American higher education—is threatened on many fronts.

In The Future of Academic Freedom, a leading scholar equips us to defend academic freedom by illuminating its meaning, the challenges it faces, and its relation to freedom of expression.

text discusses the prehistory and history of academic freedom, but mainly the social, political, and economic context of higher ed institutions. That alone was instructive. In fact, they say very little about tenure, and not much at all about how academic freedom is preserved/5.

The AAUP’s Declaration of Principles on Academic Freedom and Academic Tenure first defined three basic elements of academic freedom: freedom in the classroom, in research, and in extramural utterance.

These remain central to most understandings of the concept. Academic Freedom and Educational Responsibility the faculty’s freedom to teach—individually and collectively—and the students’ freedom to form independent judgments opens an additional dimension of academic freedom and educational responsibility that deserves further discussion, both with the public and with students themselves.

Academic freedom means that both faculty members and students can engage in intellectual debate without fear of censorship or retaliation. Academic freedom establishes a faculty member’s right to remain true to his or her pedagogical philosophy and intellectual commitments.

My intellectual interest in academic freedom was provoked when, inI was asked to contribute a short essay on the state of academic freedom in India to Academe, a journal of the American. The Academic Bill of Rights is based on the Declaration of Principles on Academic Freedom and Academic Tenure as published by the American Association of University Professors inand modified in and According to Students for Academic Freedom, academic freedom is "the freedom to teach and to learn.".

ACADEMIC FREEDOM. The nature and purposes of academic freedom have assumed different forms at different points in history and in the contexts of secular and Catholic education, and when applied to professors or to students.

This article will examine this complex idea in five steps: (1) some historical precedents to the modern concept of academic freedom before the 20th century; (2) the. BY HANK REICHMAN. The following is the text of my keynote address at the annual plenary of the University Senate at the University of Pittsburgh on Ma Some passages in the text are taken from my essay, “Does Academic Freedom Have a Future?,” published in the November-December issue of Academe.I am grateful to the senate, faculty and administration of the .The concept of academic freedom and tenure has been a point of discussion between university faculty and administration since the American Association of University Professors (AAUP) established these two concepts in their Declaration of Principles on Academic Freedom and Tenure.

In this book, the author examines the history of these two issues and how they became an integral part of higher. Freedom of speech and academic freedom are widely recognized prerequisites for the maintenance of national and international freedom to communicate with colleagues in the relentless, objective, scholarly pursuit of knowledge and the advancement of the human condition.

The debate on freedom of speech and academic freedom at universities in South Africa is complicated by the Author: Solomon R. Benatar.