A Quote by Henry Giroux
While the universities are increasingly corporatized and militarized, their governing structures are becoming more authoritarian, faculty are being devalued as public intellectuals, students are viewed as clients, academic fields are treated as economic domains for providing credentials, and work place skills, and academic freedom is under assault.
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An arts education helps build academic skills and increase academic performance, while also providing alternative opportunities to reward the skills of children who learn differently.
Many faculty retreated into academic specializations and an arcane language that made them irrelevant to the task of defending the university as a public good, except for in some cases a very small audience. This has become more and more clear in the last few years as academics have become so insular, often unwilling or unable to defend the university as a public good, in spite of the widespread attacks on academic freedom, the role of the university as a democratic public sphere, and the increasing reduction of knowledge to a saleable commodity, and students to customers.
Research shows that whether you are low-income or not, mindset is a bigger predictor of success than academic skills, and how students gain great academic skills and persevere in the face of challenges.
Freedom of speech is not an academic value. Accuracy of speech is an academic value; completeness of speech is an academic value; relevance of speech is an academic value. Each of these is directly related to the goal of academic inquiry: getting a matter of fact right.
These anti-public intellectuals are part of a disimagination machine that solidifies the power of the rich and the structures of the military-industrial-surveillance-academic complex by presenting the ideologies, institutions and relations of the powerful as commonsense.
Bastions of free-flowing discussion with civil exchange are the academic ideal. But during my time in academia, it became increasingly clear that prisons of political correctness with peer-engendered public shaming are now the academic reality.
There's actually a wonderful quote from Stanley Fish, who is sometimes very polemical and with whom I don't always agree. He writes, "Freedom of speech is not an academic value. Accuracy of speech is an academic value; completeness of speech is an academic value; relevance of speech is an academic value. Each of these is directly related to the goal of academic inquiry: getting a matter of fact right."
The phrase 'academic freedom' is often used carelessly: here is a work that will allow a more careful conversation about those many crucial issues facing the academy, in which a well-worked out understanding of conceptions of academic freedom is, as its authors show, an essential tool.
There are, however, many challenges to Asian universities. First, academic freedom, in all senses, is much more critical to the success of a university than how much money is spent on infrastructure or on hiring big names. Faculty need to have the space to pursue the research that they are passionate about and the also need to have the freedom to express their opinions in the university, and in the society as a whole.
Schools serving disadvantaged students need more time to help these students catch up and gain the core academic skills they will need to succeed in our economy and society.
I had no intention of becoming an academic. How could a person who was having trouble reading become an academic?
To the extent that tenure supports academic freedom, I support tenure. I want no person or system to have any power, real or apparent, to chill academic freedom.
Learning through the arts reinforces critical academic skills in reading, language arts and math, and provides students with the skills to creatively solve problems.
Great research universities must insist on independence from government and on the exercise of academic freedom.
If the students don't want to learn about evolution, they shouldn't be in the course. A biology course that teaches creationism is not a science course, it's a religion course. So the students demanding that creationism be given credence in that course are out of line and are denying the academic freedom of the professor. They are calling into question the scientific basis of the material that's being presented. And students are not in a position to do that.
Academic work is one of those fields which contain a pearl so precious that it is worth while to sell all our possessions, keeping nothing for ourselves, in order to be able to acquire it.
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