By Dennis Pavlich, Sharon E. Kahn
What's the function and nature of educational freedom? Is it an important and necessary price or a foul concept in accordance with doubtful rules that through omission are racist and sexist? The essays in Academic Freedom and the Inclusive University relate old and philosophical views on educational freedom to present social and political pursuits, making a huge contribution to at least one of the main major highbrow debates at present attractive the modern college.
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Additional resources for Academic Freedom and the Inclusive University
Recent popular complaints against universities include neglect of undergraduate teaching, fragmented fields of study, trivialized scholarship, conflicts of interest, imposition of political correctness, and falsification of experimental results, to say nothing of a continuing public stereotype of universities as self-indulgent, arrogant, and resistant to change. Even relative insiders seem upset. Page Smith contends that “the vast majority of the 32 Bernard Shapiro so-called research turned out in the modern university is essentially worthless,” and Thomas Sowell asserts that “educators ...
And part of what I hope to explain is what I and many other Americans think of as academic freedom, leaving open the question of whether any other country, or my country for that matter, would want to have such a thing. Rather than defining academic freedom so that nobody could deny its virtues, I want to define it more crisply and make it possible to debate the question of whether it is in fact a good thing, which I consider an open question. I take my guide from the turn-of-the-century American legal philosopher, now somewhat more influential outside the United States than in, Wesley Newcombe Hohfeld.
Why not address such criticisms as attempts, in Adlai Stevenson’s words, “to test whether what is, might not be better”? If we are to directly address the matter of inclusiveness, we might do so along with what Frank Rhodes describes as the two other deep changes in universities that have resulted from their greater social engagement: professionalization and the ascendancy of science. Universities have become not only more inclusive with regard to students and faculty but also more inclusive in their curricula.
Academic Freedom and the Inclusive University by Dennis Pavlich, Sharon E. Kahn