Limitations on university teachers’ academic freedom while designing syllabuses for academic disciplines

2018 ◽  
pp. 12-20
Author(s):  
O. Varych ◽  
Keyword(s):  
Academic Freedom ◽  
Academic Disciplines ◽  
University Teachers

The Academic Freedom and Responsibilities of Foreign Scholars in African Universities

1977 ◽  
Vol 7 (2) ◽  
pp. 14-32
Author(s):  
James S. Coleman
Keyword(s):  
Academic Freedom ◽  
The Political ◽  
Citizenship Status ◽  
Historical Experience ◽  
University Teachers ◽  
Empirical Question ◽  
University Systems ◽  
Foreign Scholar

“Academic freedom,” Ashby asserts, is “an internationally recognized and unambiguous privilege of university teachers.” Is this proposition confirmed by experience to date as regards the academic freedom of the foreign scholar in African universities? This is the central empirical question. Or is it merely a culture-bound affirmation of a normative ideal which it is hoped might be instituted as a universal right of university teachers, irrespective of citizenship status, tenure of appointments, and the political and university systems in which they serve? Indeed, is it an ideal which can be realized, however imperfectly, or in any event, ought to be categorically affirmed as a privilege of foreign scholars serving in universities anywhere? These are among the questions Ashby’s proposition provokes, and which require, at the outset, some disaggregation of the meanings and interpretations of such a highly normative and emotion-ridden concept, whose genesis and sustenance are undeniably sui generis to a particular cultural and historical experience.

scholarly journals UKRAINIAN FREE UNIVERSITY IN GERMANY DURING THE DP PERIOD

2020 ◽  
Vol 1 ◽  
pp. 79-85
Author(s):  
Halyna Klynova-Datsiuk
Keyword(s):  
Education Institution ◽  
Educational Process ◽  
Academic Disciplines ◽  
Educational Work ◽  
University Teachers ◽  
Educational Literature ◽  
History Of ◽  
The Right ◽  
The University ◽  
Academic Year

The article deals with the activities of the Ukrainian Free University in Germany (UFU) during the DP period (1945–1952). The process of resumption of the UFU operation is described. The initiator of this case was the last rector of the University of Prague and historian Vadym Shcherbakіvsky. Well-known scientists Dmytro Doroshenko, Petro Kurinny, Ivan Mirchuk, Panteleimon Kovaliv and others supported his initiative. It is noted that the Bavarian authorities and the American occupation were positive about the resumption of the university. The educational process in the higher education institution began in the summer semester of 1946. The structure of the Ukrainian Free University in Germany had two faculties: philosophy from the departments of philosophy and pedagogy, philology (Ukrainian, classical, and Slavic), history, geography, archeology, ethnology and art sciences, as well as law and socio-economic sciences from various departments. It is stated that the most active in the functioning of the university was the 1947–1948 academic year. As 492 students were educated and 95 teachers worked, a significant amount of educational literature was published. The university charter of 1948, which was the basic document regulating the functioning of the institution and giving it the right to broad autonomy and free publication, is also analyzed. The article also proves that in addition to educational work in the UFU, a publishing business was developed. Among the publications of the university was mainly educational literature, in particular textbooks for students (scripts), which were printed in cyclostyle. In order to inform students about the content of academic disciplines, the number of lectures, seminars, practical classes, lecture programs were published. To facilitate the study of educational material, university teachers issued lecture notes. Among such publications are lectures by M. Andrusiak “History of the Cossacks”, I. Mirchuk “Introduction to Philosophy”, V. Kubiyovych “Geography of Ukraine” and others. The UFU played an important role in preserving the national and cultural identity of the Ukrainian people and consolidating the Ukrainian scientific forces in exile.

Censure List from the American Association of University Professors and Canadian Association of University Teachers

2012 ◽  
Vol 45 (04) ◽  
pp. 834
Keyword(s):  
Academic Freedom ◽  
American Association ◽  
Colleges And Universities ◽  
Educational Organizations ◽  
University Professors ◽  
University Teachers ◽  
Canadian Association

Investigations by the American Association of University Professors of the administrations of the institutions listed below show that, as evidenced by a past violation, they are not observing the generally recognized principles of academic freedom and tenure approved by this Association, the Association of American Colleges and Universities, and more than two hundred other professional and educational organizations which have endorsed the1940 Statement of Principles on Academic Freedom and Tenure.

The Efforts to Restore Intellectual Freedom in Africa

1991 ◽  
Vol 20 (1) ◽  
pp. 5-14
Author(s):  
Goran Hyden
Keyword(s):  
Academic Freedom ◽  
Higher Learning ◽  
Local People ◽  
Intellectual Freedom ◽  
Political Rights ◽  
University Teachers ◽  
Institutions Of Higher Learning ◽  
Civil And Political Rights

One of the most encouraging things to happen recently in Africa is the growing concern among local people with the need for respect for civil and political rights. In the forefront of this new movement are many of the continent’s intellectuals. Their agenda includes a more general call for respect of the rights of all citizens but also a particularly strong plea for greater academic freedom. For example, declarations in support of academic freedom were passed by the Association of University Teachers in Zimbabwe 1989 and by delegates from autonomous staff associations in six institutions of higher learning in Tanzania in May 1990. Both these initiatives came about as a result of government decisions to abrogate the autonomy of the universities as laid down in the acts once adopted by national law-makers to guide the operations of these institutions.

Joseph Kinmont Hart and Vanderbilt University: Academic Freedom and the Rise and Fall of a Department of Education, 1930–1934

2003 ◽  
Vol 43 (4) ◽  
pp. 571-609 ◽  
Author(s):  
Deron R. Boyles
Keyword(s):  
Academic Freedom ◽  
Department Of Education ◽  
Apparent Contradiction ◽  
University Professors ◽  
University Teachers ◽  
College And University ◽  
History Of ◽  
New Ideas ◽  
Intellectual Integrity ◽  
The University

No one can follow the history of academic freedom … without wondering at the fact that any society, interested in the immediate goals of solidarity and self-preservation, should possess the vision to subsidize free criticism and inquiry, and without feeling that the academic freedom we still possess is one of the remarkable achievements of man. At the same time…one cannot but be disheartened by the cowardice and self-deception that frail men use who want to be both safe and free.Discussions of academic freedom inevitably elicit revolutionary and conservative forces concurrendy. This conflict is apparent, for example, in the 1916 report of the American Association of University Professors (AAUP). On one hand, the university is an “inviolable refuge” from various tyrannies, including the “tyranny of public opinion.” Here, professors are part of a revolutionary “intellectual experiment…where new ideas may germinate and where their fruit, though … [possibly] distasteful to the community as a whole, may be allowed to ripen.…” Accordingly, no professor “can be a successful teacher unless he [sic] enjoys the respect of his students, and their confidence in his intellectual integrity. It is clear, however, that this confidence will be impaired if there is suspicion on the part of the student that the teacher is not expressing himself fully or frankly, or that college and university teachers are in general a repressed and intimidated class who dare not speak with that candor and courage which youth always demands in those whom it is to esteem.” On the other hand, the liberty of the scholar “is conditioned by there being conclusions gained by a scholar's method and held in a scholar's spirit; that is to say, they must be the fruits of competent and patient and sincere inquiry, and they should be set forth with dignity, courtesy, and temperateness of language.” How to rectify the apparent contradiction between expressing oneself “fully” and “frankly” while at the same time being “temperate” in language is, perhaps, a key feature in the long history of, and the various debates about, academic freedom.

Academic Freedom and the Service Theologians Must Render the Academy

Horizons ◽  
2011 ◽  
Vol 38 (1) ◽  
pp. 75-103
Author(s):  
Kenneth N. Garcia
Keyword(s):  
Academic Freedom ◽  
Academic Disciplines ◽  
Academic Leaders ◽  
Internal Development ◽  
Definition Of ◽  
Theological Understanding ◽  
The Mind ◽  
Do So

Theologians are called upon to carry out many responsibilities, including calls from church and academic leaders to “stimulate the internal development” of other academic disciplines and to help students arrive at an “organic vision of reality.” How might theologians do so without infringing academic freedom and autonomy, or resorting to a heteronomous dominance of other disciplines? To answer these questions I propose a theologically-grounded definition of academic freedom, then show the implications of that definition for how theology might stimulate disciplines to look beyond their limited domains. This theological definition is founded in the desire of the mind for God—a dynamic eros for God that moves the mind from knowledge within any particular discipline toward completeness of understanding within an ultimate horizons. Fostering this movement from finite disciplines to theological understanding is the service theologians must render.

scholarly journals Between the Managerial and the Democratic University: Governance Structure and Academic Freedom as Sites of Political Struggle

2016 ◽  
Vol 9 (2) ◽  
pp. 142-158 ◽  
Author(s):  
Dalie Giroux ◽  
Dimitrios Karmis ◽  
Christian Rouillard
Keyword(s):  
Academic Freedom ◽  
Governance Structure ◽  
Political Struggle ◽  
University Teachers ◽  
Canadian Association ◽  
Normative Evaluation ◽  
Legal Frameworks ◽  
Democratic Life ◽  
The University ◽  
The Impact

In this article we argue that the university cannot fully contribute to democratic life without being both an institution whose governance is collegial and based on principles of equality, equity, inclusion, transparency, and accountability, and a vector of critical thinking closely linked to academic freedom. Based on this understanding of the ‘democratic university,’ we seek to highlight some of the key tensions between the ‘managerial university’ and the democratic university, as reflected in institutional structures, regulations, legal frameworks, and principles. In order to achieve this objective, we identify two sites of political struggles from which it is possible to examine the interaction between a managerial and a democratic conception and practice of the university. The first of these sites is the bicameral governing structure, membership, rules, and regulations of the University of Ottawa. The second site is academic freedom in Canada, which we will discuss by comparing the Canadian Association of University Teachers’ (CAUT) Statement on Academic Freedom (CAUT, 2011) with the Association of Universities and Colleges of Canada’s (AUCC) Statement on Academic Freedom (AUCC, 2011). By stressing the necessary link and positive relationship between democratic governance and academic freedom, the article offers a normative evaluation of the impact the managerial reengineering of Canadian universities has had on the possibility and practice of a more democratic university.

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