A second look at academic freedom

By: Lucell Larawan

WHAT does academic freedom accomplish? I ask this question because in the many years of my experience as a college professor, I seem to encounter inhibited students when I ask them to interact about business topics that I raise—those that are points of controversy.

Schools could have encouraged discussions and debates in the academic atmosphere. Both faculty members and students should engage in intellectual discussions and debate without fear of censorship or retaliation: that is what this freedom means. It encourages learning as the process flexes intellectual muscles.

In addition, as each teacher is entitled to his or her intellectual commitments and teaching philosophies, academic freedom gives them the leeway which serves the public interest. A university or college system that imposes specific learning materials for a subject to be used for all students, obviously for commercial aims, is not on the right track. Why dictate if professors should have the discretion to put in the plate what best nourishes his or her students?

About the mode of teaching, I am usually comfortable with creative presentations done by group rather than the usual reporting which many find non-engaging. Except if a mentor insists on using lecture alone, regardless of the ho-hum in the class, school leaders usually provide a wide latitude for mentors explore strategies that work best to motivate learners.

Cary Nelson, president of the American Association of University Professors, wrote: “Academic freedom in teaching means that both faculty members and students can make comparisons and contrasts between subjects taught in a course and any field of human knowledge or period of history.” This idea favors society’s interest because we see the need to indigenize or Filipinize some subjects or topics within a subject. If teachers and students continually use foreign textbooks which cannot give credible solutions to our local problems, they rather rethink their practices and find localized learning sources. For instance, I would refrain from using an American author if I find a book by Leonor Briones, “Public Fiscal Administration”, because her book really helps local scholars and practitioners in the field of public administration.

Academic freedom means that school leaders, politicians cannot dictate their political, religious, or philosophical beliefs on students or faculty. This serves the academia well. We have already moved on from those who penalize scientists for giving what used to be vague concepts but now are immutable laws.

Society’s progress is a function of the academia’s freedom to pursue knowledge. However, it has become a controversial issue because of certain schools that paved way for social movements that recruit members of the New People’s Army. This is the dilemma that faces leaders as they mull about intervening. Will they be silent if causes that lost public support take away parents’ dreams for their children who are then trained to destroy the government?

Our leaders must pursue what best serves the public interest—freedom that allows intellectual growth and social justice. Nevertheless, academic freedom is invoked in situations where it does not apply. Our leaders must be cautious lest it serves for our destruction.