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Academic freedom of speech is therefore narrower than a general freedom of speech. For example, a non-academic has the freedom of speech to criticize the efficacy of vaccines, but only has academic freedom to do so if they possess the prerequisite academic qualifications to do so. Unlike public speech, academic speech is also subject to quality ...
[19] [20] Academic freedom pertains to the autonomy of academic community members to practice, develop, and communicate knowledge and ideas through research, teaching, dialogue, documentation, production, and writing either jointly or individually. Academic freedom calls for the independence of higher education entities. [21]
Academic tenure's original purpose was to guarantee the right to academic freedom: it protects teachers and researchers when they dissent from prevailing opinion, openly disagree with authorities of any sort, or spend time on unfashionable topics. Thus academic tenure is similar to the lifetime tenure that protects some judges from external ...
They will work on behalf of candidates and in regard to issues bearing on the future of academic freedom, free speech, and the possibilities for full engagement with others. This is challenging work.
Sidney Hook (December 20, 1902 – July 12, 1989) was an American philosopher of pragmatism known for his contributions to the philosophy of history, the philosophy of education, political theory, and ethics.
The questions of academic freedom that arose during this era of college sectarianism often involved the charge of heresy. [6] These college professors typically cared little about publishing the latest tract on the newest topics in their discipline—assuming they saw themselves as members of a discrete academic discipline, which would have ...
Dartmouth, for example, discourages political statements by academic units, but allows them “on matters where the expertise in scholarship and academic practice located in an academic unit is ...
Humboldt's model was based on two ideas of the Enlightenment: the individual and the world citizen.Humboldt believed that the university (and education in general, as in the Prussian education system) should enable students to become autonomous individuals and world citizens by developing their own powers of reasoning in an environment of academic freedom.