https://www.nas.org/
Peter Wood is the president of the National Association of Scholars.
Recent campus protests and, more importantly, the often anemic responses to those protests by responsible campus officials, have once again put a spotlight on issues of intellectual and academic freedom. In the past, the National Association of Scholars has been quick to point out infringements of these freedoms and to join larger discussions about the underlying principles.
We decided in the episodes that began in September 2015 to take a step back. We did so because the circumstances seemed to have provoked as much confusion among defenders of academic freedom as among its would-be opponents. Responses in the form of vigorous declarations that the university should uphold academic freedom as a cardinal principle seemed to us inadequate in light of the radical denials of that principle in word and deed by the campus activists. Some of these activists claim the mantle of academic freedom even as they violate it in spirit and in substance. And clearly some college officials who purport to uphold the principle of academic freedom have proved feckless when put to the test.
A restatement of principles means little if it fails to engage the minds and imaginations of members of the community who must bring those principles to life. Have academic and intellectual freedom become merely stuffed eagles brought out on ceremonial occasions for display? We think that, though weakened, they are still alive, and that what may help them recover is some good counsel to the people whose job it is to help them thrive.
That counsel takes two parts. The first is this document, which attempts to restore the contexts of academic and intellectual freedom. The second is a separate document that builds on this one to explain how these principles should be applied to liberal arts education.
The argument in this first document is that intellectual freedom is a foundational principle of American higher education, but it is not the only foundational principle. To understand intellectual freedom accurately, it must be considered as part of a complex whole that sustains the university.