Tag Archives: Academic Freedom

Assignment for the First Day of Classes: Define What Makes Us a Community

Steve Volk, August 21, 2017

Clip BoardLate August, for those who have been on campus, has been a time of frenetic activity, particularly for those charged with insuring that the buildings and grounds, torn up by myriad summer construction projects, are put back together before the students return. Project managers race around campus on golf carts and bikes, check lists in hand, fretting over what remains to be done in order to reopen buildings, unblock parking lots, and return pedestrians to their regular byways.

Faculty, too, consult our punch lists as the new semester approaches: finish the syllabi, read the books we just assigned our students, get the manuscript out the door. But this year our lists seem longer and more intimidating. Besides constructing classes to teach students calculus and creative writing, French and physics, we must prepare to help them cope with the madness spilling out of Washington, Bedminster, Pyongyang, and Charlottesville, from challenges to Title IX and affirmative action, to threats of nuclear war and the hatred radiating from an increasingly aggressive white nationalist movement. We must prepare to say something coherent about a “justice” system that, in the short time our students were away, saw fit to acquit the police officers charged with killing Terance Crutcher (Tulsa), Philando Castile (Minneapolis), and Sylville K. Smith (Milwaukee). After two hung juries, charges were dropped against the officer charged with the shooting death of Samuel DuBose (Cincinnati).

And we will need to prepare, with patience and passion, for the activism these provocations will surely generate, understanding how to support our students when they target injustice and inequity, and how to critique them when, in the process, they inadvertently undermine what makes us a community.

We return to classes in what is surely the most challenging time for higher education in generations. Without even discussing our financial tribulations and the disturbing findings that highly selective colleges and universities are perpetuating, if not increasing, social inequality, we find ourselves plying our trade in a country in which, for the first time, growing numbers question the value of what we are doing. In July the Pew Research Center released the results of a survey which found that the hyper-partisan divide that characterizes almost every policy dispute in Washington now shapes the public’s regard for higher education as well. For the first time on a question asked since 2010, a majority (58%) of Republicans say colleges and universities are having a negative effect on the way things are going in the country; only 36% of Republicans found higher education to have a positive effect. In contrast, 72% of Democrats held a positive view.

Pew Research Center

Pew Research Center

Think about it: in a deeply divided country, a significant percentage of the population feels that as a society we would be better off without higher education. And if those views, as I’ll argue in a moment, are shaped by events at a few elite colleges and universities, they inevitably carry over to legislators’ decisions to cut funding to the Cleveland State universities and the Pima County community colleges of the country.

Speech Issues on Campus

There are many reasons for this divide, and many which are worthy of serious consideration (with the almost unimaginable cost of a degree at the top of the list), but only a few are central to the national debate. David Hopkins, co-author of Asymmetric Politics: Ideological Republicans and Group Interest Democrats (Oxford, 2016), recently argued, that the negative view of colleges and universities is an “expectable manifestation” of increased coverage of protests over speakers and issues such as cultural appropriation, safe spaces, and trigger warnings. All are complex issues that tend to be flattened (and most often ridiculed) by the media, and not just at Fox News. Further, these stories are then magnified by higher education’s internet outrage machine led by Campus Reform and The College Fix.

A Heckler at Cooper Union (Jay Hambidge, artist). New York Public Library, Art & Picture Collection, Public Domain

A Heckler at Cooper Union (Jay Hambidge, artist). New York Public Library, Art & Picture Collection, Public Domain

More than other issues, the national conversation about higher education in the past few years has largely focused on student disruptions of campus speakers. To be sure, the issue is a serious one, but, if facts still matter, the actual incidents are few in number. The student-led commotions that shut down Charles Murray at Middlebury and Heather MacDonald at Claremont McKenna are well known, as are the protests that prevented Milo Yiannapolous and Ann Coulter from speaking at Berkeley. Leaving aside the cancellation of speaking engagements where honorifics were involved (commencement speakers, by and large), which raises a different set of issues, I could find only one or two other instances in the last year in which students prevented speakers from delivering invited lectures.

Even if there were more examples of disruptive student behavior, it would still be deeply troubling to learn that legislators in a number of states have used these cases to muscle through measures to discipline students “who interfere with the free-speech rights of other students on their campuses.” Certainly, from the standpoint of academic freedom, this is a case where the “solution” promises to be far worse than the issue it seeks to address.

But the intense focus on Murray or Yiannapolous has raised substantial problems for faculty and others who are deeply concerned with the way in which inquiry and difficult discussions are pursued on our campuses – what has come to be called “campus climate” issues – largely because it has levered the discussion of complex matters into a free speech/First Amendment box. In fact, the conversations we need to be having are much broader and they have to do with the very particular kind of community we aim to establish on our campuses. The conversation we need to be having is about defining, at this moment, the social contract that stipulates how we will behave towards one another, and how that aligns with what we hope to accomplish as institutions of higher educational.

The Goals of Higher Education

While institutions of higher education have many objectives (the production of new knowledge, the perpetuation and enhancement of culture, the socialization of 18-22 year olds, the creation of an informed citizenry, etc.), our central purpose, particularly at liberal arts colleges, is to support student learning. Our mission statements often reference other goals – to “foster…effective, concerned participation in the larger society” (Oberlin), to help students become “engaged members of society” (Pomona), or to engage “with the central issues of our time” (Denison). But these broad mission objectives are always built around what we hope our students will do with the knowledge, skills, and dispositions that they have acquired during the time spent with us. In other words, these critical goals of engagement and a commitment to social justice always presuppose the learning necessary for the formation of effective, aware and informed members of society. In that sense, the primary understanding that underlies all others, the pledge that defines our interaction with others in our community, whether students, faculty, staff, or administrators, is rooted in one central principle: What promotes student learning is to be valued; what hinders it, is to be questioned, challenged, and if needed, rejected. As hazy as this formulation is – for student learning will involve uncomfortable challenges as well as embracing support – such a starting point can add clarity to discussions that are muddled when approached as First Amendment or “free speech” issues.

Saul Alinsky speaking at the Symposium on Civil Disobedience in a Democratic Society, Oberlin College, December 1965. Oberlin College Archives

Saul Alinsky speaking at the Symposium on Civil Disobedience in a Democratic Society, Oberlin College, December 1965. Oberlin College Archives

Student Learning and Campus Speakers

So, how does this approach help anything? Let’s take the issue of invited campus speakers (and here I’m principally referencing private colleges and universities that are outside of specific First Amendment requirements). Speakers whose primary intent is to demean members of our shared educational community and who have made it abundantly clear that what they have to say will not contribute to student learning, should not be invited. As Stanley Fish recently put it, the university’s “normative commitment is to freedom of inquiry,” not to freedom of speech, and those whose vicious bigotry would deny that freedom to members of our community, speakers such as a Milo Yiannapolis or a Richard Spencer or a Jared Taylor, are not welcome. To believe that freedom of speech is at the center of what we do is to displace our obligation to student learning.

For these very same reasons, speakers who can contribute to student learning, even if their approaches make some students intensely uncomfortable, and who locate arguments within the conventions of academic inquiry, even if their outcomes are obnoxious and their methodologies subject to question, must be considered as guests who can further student learning. They should not be denied a platform, as tiresome as it may be to hear repeated arguments that have been refuted many times before. The best response, particularly for students who may not have heard the arguments previously, is to refute them again. The Charles Murrays and Heather MacDonalds of the world fit into this latter category. How these talks are organized, what space is given for Q&A, alternative discussions, preparation, venue, etc., are all important points that must be considered and addressed before the speaker comes.

By suggesting that some speakers must be allowed a platform while others can be denied, I am arguing that cases must be decided on their merits and judged by the standard of whether student learning is to be served. To sidestep that process either by arguing that all speakers must be given a platform or that any controversial speaker should be prohibited avoids what can be learned in such a discussion. I don’t suggest for a moment that these are easy conversations, but they are necessary and presuppose that we have a shared understanding of the social contract that unites us as a community.

Supporting the Learning Environment

A more difficult question arises when addressing the campus climate that supports learning, i.e., dealing with the daily, not the transient. The need here is to prevent the consolidation of an environment that permits orthodoxy – any orthodoxy – from becoming hegemonic. I have heard too many stories from students who say that they don’t speak up in class because they fear repercussion from some of their peers, and from faculty who worry that a few students seem intent on setting intentional trip wires for them to fall over, to imagine that this is not an issue. Indeed, if we fail as educational institutions intended to challenge students to think in complex ways about difficult issues, allowing this climate to continue unchallenged will be one road to failure.

ABUSUA protesting the lack of black theater and dance, early 1970s. Oberlin College Archives

ABUSUA protesting the lack of black theater and dance at Oberlin, early 1970s. Oberlin College Archives

Some perspective is needed here. I understand, but have little patience for, those who recall with nostalgia a “golden age of inquiry” when they were students, when “everyone was challenged to think critically,” when discussion wasn’t stifled by campus orthodoxy. Jonathan Haidt, the NYU social psychologist who, with Greg Lukianoff, gave us the “Coddling of the American Mind,” recently observed that, “When I went to Yale, in 1981, it said above the main gate ‘Lux et Veritas,’ Light and Truth. We are here to find truth.” While some aspect of Haidt’s (and others’) concern might be reasonable, no less true is the fact that Yale’s commitment to “Lux et Veritas” was based on a thoroughly Eurocentric canon that limited what students were given access to as either “Light” or “Truth.” (And I won’t even mention – OK, so I will – that African Americans only made up 6% of Yale’s student body in 1984, when Haidt graduated, and that the university only admitted women 11 years before he arrived on campus.)** In short, we can’t address what is a real concern – creating a climate that supports learning by challenging all orthodoxies – by posing a mythic golden age to which we should return.

Further, I do not hesitate to ally myself with the many students (and faculty and staff and administrators) who feel a desperate urgency to confront racist, misogynistic, or homophobic views, particularly as they have been given a platform in the White House. While some of those views certainly exist in the academy, and while it is incumbent upon whites in particular to examine the basis of our privilege, the problem posed for our institutions is not that such issues are raised, but that the methods sometimes used to raise them can undercut our identity as educational institutions based on inquiry and discussion.

Our central approach to such challenges remains in supporting student learning as best we can, in ways that are culturally relevant and sustaining and that foster equity as well as inquiry. And we know that this is not accomplished through intimidation, explicit or implicit, by calling out those who are asking for conversation and clarification, and it’s certainly not done by labeling or shaming. Just as our students must be encouraged to critique, criticize and challenge, so, in turn, they need to be open to critique, criticism, and challenge. Faculty must be responsible for creating an environment in their classrooms where difficult questions can be raised and discussed, and where students who feel more insecure in these conversations are made to feel that they can raise questions, express opinions, and challenge arguments without fear of shaming in class or social reprisal (in person or via social media) outside of class.

Faculty should be encouraged to help students see themselves as teachers as well as learners. If they have disagreements or think viewpoints are racist, discriminatory, or ill-informed, they should be encouraged to act as they would hope their teachers would act, persuading through arguments backed by evidence and experience, by drawing others into the discussion, not by intimidation or silencing.

The First Day of Classes

There are many ways to begin to address these challenges, but I’d put just one on our late summer check list. On the first day of classes, rather than discussing the syllabus, assignments, or how many absences they are allowed, think of starting in a different way, regardless of what you teach. We all know that, as a country, we are going through a difficult time marked by sharp divisions. Perhaps it’s unprecedented – but as a historian I’d only say that it is surely unprecedented in the lives of our students. At this time, as we come together as a community, we need to ask ourselves: What is this education for? How does or should the college support the learning and well-being of all students? How do we envision, and then implement, an environment in which such learning can take place? What makes us a community? What do we need and expect from each other? And, finally, what is the nature of the social contract that binds us together and what does that mean in terms of how we treat each other?

The answers can help us build campuses that protect our students, move us toward greater equity, and promote the learning that is at the foundation of our existence.

_____________________

** Just to be clear, my critique here is of Haidt’s nostalgia, not of the many students at Yale at the time who saw the invitation to find in “Lux et Veritas” a way to “change the system,” as one grad put it to me. I apologize for any misunderstandings. [Added Aug. 22, 2017, 12:41 PM]

Between Triggers and Bullets

Steven Volk, October 12, 2015

In college and hidingThe waters of higher education have been troubled this first month of the fall semester. Both mainstream and the educational media have focused on the controversies that continue to churn around the use of “trigger warnings,” prior advisories of potentially traumatizing material. The Faculty Senate at American University, with the support of the provost, passed a resolution allowing faculty members to continue to issue “trigger warnings” but only to prepare students to process material, not to excuse them from exposure to it. Students who fear personal reactions to the instructional content will be directed to student support services.

At the same time, the toll of real bullets, fired by applying pressure to real triggers, continues to climb on college and university campuses. In the last two weeks alone, we have mourned the losses from a mass shooting at Umpqua Community College in Roseburg, Oregon and shootings at Northern Arizona University in Flagstaff and Texas Southern University in Houston. Last year, students were killed at Seattle Pacific University and the University of California, Santa Barbara. There were a reported 27 shootings on or near campuses in 2013. I attended a workshop earlier this year led by faculty from Virginia Tech who are still coping with the aftermath of the 32 people who were fatally shot on that campus in 2007.

This is not a post about gun control, although heaven knows I fervently support it. That’s not the purpose of the “Article of the Week” blog. I make no attempt to suggest what should be done about the violence other than a issue a heartfelt call for politicians to avoid making statements that, on their face, are patently absurd. (Yes, Mr. Carson, guns actually do kill people.)

Rather I ask a simple question with some importance for those of us who teach and work in higher education: What is the relation between triggers and bullets? Does the fact that we live in a time of increasing mayhem and violence, that this violence often occurs on college campuses, and that students are continually stumbling onto news of violence when they open their smart phones – does any of this help us at least understand a desire expressed by some students to be in a “safe” space? And does this help us determine how best to teach our students in our courses?

Triggers

Parental AdvisoryFor those of you who have been living off the grid for the past few years, trigger warnings are prior advisories placed on curricular content, reading assignments, or parts of discussion, warning that some students might find the material disturbing, inappropriate, or possibly traumatizing. These warnings have been at the sharp end of an important debate about speech issues on campuses, although critics often tend to conflate or confuse a variety of separate concerns in this regard. Trigger warnings, a particular speech-issue related to questions of potential reaction to traumatic material, come out of a larger cultural milieu that saw the placement of advisories on films, music, video games, and other media content warning parents and others of explicit or other potentially difficult subject matter, so that they could tune away if so wanted.

“Trigger warnings” as a specific type of advisory more concerned with the potentially traumatizing impact of their content on those who had experienced sexual violence, appeared first in self-help and feminist online forums and were intended to alert readers for whom such material could cause painful memories, flashbacks, or panic attacks. From there, as is all too common in internet culture, the warnings multiplied to a point where bloggers were warning their readers to turn away if they were “triggered” by alcohol, or insects, or, well you get the point.

Insect triggersIt is not surprising that the culture of online trigger warnings migrated into the university. Some students began asking for prior warning of materials they deemed to be “triggering.” (Oberlin’s own role in this issue has been widely reported, and often misreported. The college continues to be the poster child for trigger warnings, leading one, particularly offended commentator at the American Conservative to grumble, “Honestly, I wish [Vladimir] Putin would invade and occupy Oberlin.” Seriously?)

The call by a tiny number of students, mostly coming from selective liberal arts colleges and a few flagship universities, has nevertheless become a standard part of the fascination, dismay, or contempt of the media with what is happening on our nation’s campuses. If Alan Bloom famously talked of the “closing of the American mind,” the Atlantic now tells us of the “coddling” of the American mind.

The debate over trigger warnings has stirred considerable angst on some campuses, as the faculty senate’s action at American University indicates. The American Association of University Professors, in a statement last year, resolved that “The presumption that students need to be protected rather than challenged in a classroom is at once infantilizing and anti-intellectual. Some discomfort is inevitable in classrooms if the goal is to expose students to new ideas, have them question beliefs they have taken for granted, grapple with ethical problems they have never considered, and, more generally, expand their horizons so as to become informed and responsible democratic citizens.”

I would agree. But Mason Stokes, an associate professor of English at Skidmore, put a much finer, and appropriate, edge on it in his aptly titled article in the Chronicle of Higher Education, “Don’t Tell Me What’s Best for My Students.”

What seems crucial to assert is this: I know my students and their needs better than any faculty senate. I know my material — its power and its effects — better than any representative body. Any resolution that claims to know what’s best for my students is substituting ideological generalities for the granular specificity of the classroom, for the particularities of disciplinary knowledge.

I would resist a resolution condemning trigger warnings as vigorously as I would a resolution requiring them. The only way to cut through the straw-man caricatures that dominate this debate is to rely on the expertise and sensibilities of individual faculty members, as they develop an improvisatory relationship to knowledge, to difficulty, and to their students.

Exactly. But those of us who teach in higher ed, whether at selective liberal arts colleges or large public commuter campuses, don’t have the luxury of looking at campus culture as some rare bird nesting in a far-off tree and observed through binoculars. As Mason Stokes reminds us, these are our students and we have to try to understand what is motivating even a relatively few of them to crave safety.

Bullets

Noonan-Life isnt perfectPeggy Noonan, the conservative author and the one-time speech writer for President Reagan, has decided the whole current generation of students has got it wrong. Writing in the Wall Street Journal this past May she referred to current students as a “trigger-happy generation,” remarking: “if reading great literature traumatizes you, wait until you get a taste of adult life.” She suggested further that this “significant and growing form of idiocy… deserves greater response.” (How a whole generation got tarred with Noonan’s brush is something of a mystery. There were about 21 million students in the tertiary sector when last counted in 2012. How many have been even tangentially involved in the trigger-warning debate?)

I would agree with Noonan that learning often takes place in those spaces where students are made uncomfortable. Indeed, sometimes it is only when we are put in intellectually untenable places, when we are confronted with contrary evidence, that we begin to revise our understandings. Comfort can quickly become complacency, which is never particularly healthy for any educational enterprise.

But if Noonan wants “trigger-happy,” I’ll give you trigger-happy:

According to the National Crime Victimization Survey, 467,321 persons were victims of a crime committed with a firearm in 2011. In the same year, data collected by the FBI show that firearms were used in 68% of murders, 41% of robbery offenses and 21% of aggravated assaults nationwide. Most homicides in the United States are committed with firearms, especially handguns.

In 2013, the Centers for Disease Control and Prevention, reported that firearms (excluding BB and pellet guns) were used in 84,258 nonfatal injuries, 11,208 homicides, and 21,175 suicides. When all deaths by firearm are included, there were a total of 33,169 deaths related to firearms in 2013, and these exclude firearm deaths due to “legal intervention.” (For those who want to get past a phrase that often can only be understood as a euphemism for homicide, I refer you to #BlackLivesMatter and the article I posted earlier this year.)

CNN recently reported that from 2001 to 2013, 406,496 people died by firearms on U.S. soil. (Federal legislation passed in the 1990s has prevented the CDC from engaging in any research that could be seen as advocacy for gun control. That provision has commonly stopped any gun studies because researchers don’t want to risk losing federal money.)

Mass Shootings - Economist[Source: The Economist]

Is it reasonable to ask if our students are feeling unsafe?

As I reported in an earlier “Article of the Week,” Sam Sinyangwe of the Mapping Police Violence project reported that 179 African Americans have been killed by the police so far this year. Sinyangwe writes, “In the aftermath of Ferguson…there was this big question ‘Is this a pattern, is this an isolated incident?’ What [my data] shows is that Ferguson is everywhere. All over the country you’re seeing black people being killed by police.” He notes that “Black people are three times more likely to be killed by police in the United States than white people. More unarmed black people were killed by police than unarmed white people last year. And that’s taking into account the fact that black people are only 14% of the population here.”

Is it reasonable to ask if our students are feeling unsafe?

A report released on September 21, 2015, by the Association of American Universities confirmed early reports, finding that nearly one in four female undergraduates (23.1%) responding to their survey said that they had been the victim of sexual assault or misconduct, and that fewer than a third of the respondents reported the incidents, even when they involved rape, to campus or local authorities. The report found that:

  • One-third of female college seniors reported that they had been the victims of non-consensual sexual contact at least once since enrolling in college.
  • For transgender, queer, and other gender-nonconforming seniors, the number was an even higher, 39.1 percent.
  • Just 38.9 percent of students thought reporting sexual misconduct would result in campus officials taking action.

Is it reasonable to ask if our students are feeling unsafe?

According to the annual report produced by the Cooperative Institutional Research Program (CIRP) at the Higher Education Research Institute of UCLA (“American Freshman: National Norms”),  in 2014 students’ self-rated emotional health dropped to 50.7%, its lowest level ever and 2.3 percentage points lower than the entering cohort of 2013. Additionally, the proportion of students who “frequently” felt depressed rose to 9.5%, 3.4 percentage points higher than in 2009 when feeling “frequently” depressed reached its lowest point.

Is it reasonable to ask if our students are feeling unsafe?

I am neither a psychologist nor a sociologist and do not present these data in any attempt to suggest a causal link between feeling unsafe on campus and the call for “safety” in the form of trigger warnings, or a desire to banish uncomfortable or unpopular viewpoints from classrooms or contrary speakers from campus. I am quite sure that other issues are also involved and I remain opposed to the censuring of legitimate academic discourse.

But it does strike me that the rise of what I have begun to call a “culture of safety,” a culture that increasingly is bumping up against the culture of academic freedom, likely has at least some tendrils, if not full stems, in the fact that our students are products of a society that is not just violent in its own terms but, through a 24/7 media and social media environment, transports the violence of the world onto their devices dozens of times a day (if not an hour). We all are witness to frequent scenes of terrorist violence, gun-mayhem, and photographic images that are truly disturbing, from beheadings and bombings to drowned babies on the beach. And while the frequency with which these images circulate may prove numbing for some, for others they aren’t. Our students are part of a larger culture of instability and loss, and they will be impacted by it.

To ignore the possibility that our students are feeling particularly vulnerable because, when pressing the trigger issue, they don’t always get it right; to see calls for “safe space” as demands which are only made by hypersensitive students who should “just get over it,” doesn’t help us think about our jobs in the classroom and on the campus.

We are faculty, not therapists, and often are both at a loss to know what an appropriate response should be and quite clear that we cannot act as our students’ psychologists. Yet, at the same time, I would argue that it is responsible pedagogy to show our students both courtesy and respect by preparing them for those discussions that we know will be difficult, troubling, or that carry an emotional wallop.  We do this not because we believe we can issue a magical warning that will protect susceptible students from harm, but because we are preparing our classroom to be a space where all can learn.

By preparing for the learning that must take place in our classrooms and on our campuses, by creating an environment in which all can learn while being aware of the particular moment our students (and we, ourselves) are living, we can better defend the important principles of academic freedom and create those uncomfortable spaces so necessary for an education.

800 Scholars Protest Virginia Attorney General’s Investigation of Climate Researcher

Talk about a chilling effect (no pun intended) – here’s an article from Chronicle of Higher Education – The Ticker – May 18, 2010:

More than 800 Virginia scientists and faculty members have signed a letter to the state’s attorney general, Kenneth T. Cuccinelli, asking that he drop an investigation into the work of Michael E. Mann, a prominent climate scientist who was a professor at the University of Virginia before accepting a post at Pennsylvania State University at University Park. The letter, delivered today, calls the investigation “unfounded” harassment and says it “could undermine the effectiveness of not only climate scientists but also thousands of other Virginia researchers” by making them fear “unwarranted legal intimidation.”

Early this month Mr. Cuccinelli filed a broad civil investigative demand under Virginia’s Fraud Against Taxpayers Act for information related to grants Mr. Mann sought for research while he was at the University of Virginia—research that was subsequently caught up in the so-called Climategate scandal over researchers’ stolen e-mail messages. Penn State found earlier this year that Mr. Mann had not falsified research data.

The University of Virginia has until May 27 to respond to Mr. Cuccinelli’s information request.

GOP Pressure on Millersville U. to Cancel Bill Ayers Talk; Random House Pitches Horowitz Latest Book

The following article appeared in Inside Higher Ed on March 2, 2009. It suggests that for some Republicans, the best way to respond to their electoral defeat is to stoke up the fires of the culture wars and to attempt to drive its opponents off the stage by declaring them to be “traitors.”

The article from Inside Higher Ed:

When Bill Ayers visits a local campus these days, it’s become common for a local politician or two to denounce the appearance. But Republican lawmakers in Pennsylvania are pushing particularly hard at Millersville University, demanding that a lecture later this month be called off. The Intelligencer Journal reported that Republican legislators have issued repeated statements and called for meetings with state higher education officials about the matter. Millersville has defended the appearance by Ayers, noting that he is coming to the campus in his role as a noted education expert at the University of Illinois at Chicago, and that there are no plans to use tax dollars for the visit. But Republicans keep talking about the Weather Underground, of which Ayers was once a leader, and suggesting that there could be economic penalties for the university if it lets Ayers appear. One legislator told the newspaper: “”I mean, this guy probably committed treason, and why Millersville would want to give him a forum is really beyond my understanding.” Another said: “At the end of the day, the institution does utilize tax dollars…. So there has to be a measure of accountability.”

Random House’s publicity for its forthcoming publication by David Horowitz and Jacob Laksin, “One Party Classroom: How Radical Professors at America’s Top Colleges Indoctrinate Students and Undermine Our Democracy,” carries on in the same vein by employing its own overheated rhetoric. From Random House’s publicity blurb: “In page after shocking page, Horowitz and Laksin demonstrate that America’s colleges and universities are platforms for a virulent orthodoxy that threatens academic ideals and academic freedom. In place of scholarship and the dispassionate pursuit of truth that have long been the hallmarks of higher learning, the new militancy embraces activist zealotry and ideological fervor. In disturbingly large segments of today’s universities, students are no longer taught how to think but are told what to think.”

Excuse me, but he who casts the first stone and all that, and this is Random House, don’t forget, the spawn of Bennett Cerf, not Regnery Publishing. We who inhabit the academy often like to think that we’re on the front lines of whatever struggle is going on whereas we’re often very far from the conflict; maybe this time around we’re much closer. What do you think?

Sex Crazed Oil Haters, and Other Claims

Jack Stripling, Inside Higher Ed, Feb. 10, 2009.

As budget woes deepen, lawmakers in two states are painting faculty as sex-obsessed liberals and environmentalists who won’t get on the “Drill Baby Drill” bandwagon. The attacks, which have a familiar refrain, signal what may be another surge of debate over areas of study that have long drawn conservative critics.

In Georgia, State Rep. Calvin Hill has questioned whether the state should pay faculty with expertise in “oral sex” and queer theory. In Alaska, State Rep. Anna Fairclough has taken shots at professors who place environmental interests ahead of the very development projects that help fill university coffers.

The culture wars started long ago, but the current economic crisis is provoking new skirmishes. Cary Nelson, president of the American Association of University Professors, said the cycle is predictable and unfortunate.

“What’s sad about it is that each time this happens it’s yet another assault on the principles of academic freedom, and the right of the faculty to shape their own research agendas,” he said.

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A Faustian Bargain for Academic Freedom

From: The Chronicle of Higher Education – Issue Dated Oct. 3, 2008.

Is tenure related to academic freedom? Does it come at too high a price? Should we be thinking past tenure? Here’s what Roger Bowen, former president of the State University of New York at New Paltz and general secretary of the American Association of University Professors from 2004 to 2007, has to say. What do you think?

By ROGER BOWEN

The historic institution of tenure is rapidly becoming history. The American Association of University Professors, for which I served as general secretary, has for almost a century advocated for tenure as the chief guarantor of a faculty member’s academic freedom. But today tenure and academic freedom are viewed less and less as crucially intertwined.

Academic freedom has widely been embraced as the central value of the academy because it is correctly regarded as a necessary condition for developing new knowledge. Tenure, on the other hand, has been gradually eroded, for largely economic reasons. Tenure is, in fact, expensive, while academic freedom is not. Awarding tenure can be a multimillion-dollar commitment for a college, with no guarantee of a financial return, while endorsing academic freedom costs no money at all.

I have enjoyed earning tenure at three institutions. At the first one, I regarded tenure as my guarantee of job security. In the second and third instances, I viewed it as an appropriate reward for an academic who happened to be holding administrative positions. Not once did I think at the time of winning tenure, “Ah, now my academic freedom is ensured!”

Only on the third occasion did I fully appreciate tenure’s promise of guaranteeing academic freedom — not because my own was being threatened, but rather because the academic freedom of the faculty I served as president was being attacked. That I was in a situation where academic freedom was threatened even once is unusual. The AAUP annually receives about 1,000 claims that the academic freedom of a faculty member has been abridged, but that number is modest, given that a half-million or so professors teach nationwide. While it may be assumed that many professors who believe their academic freedom is under assault do not report the problem, it may also be assumed that, generally, most colleges embrace the principle of academic freedom as essential to their educational missions.

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