Practicing Intellectual Freedom in Libraries

2020 ◽  
Vol 61 (3) ◽  
pp. 399-400
Author(s):  
Joyce M. Latham
Keyword(s):  
2020 ◽  
Vol 4 (1) ◽  
pp. 1-10
Author(s):  
Emily J. M. Knox

AbstractOver the past few years, tensions between two core values in U.S. librarianship, intellectual freedom and social justice, have roiled the profession. This conflict was most recently seen in the insertion and subsequent removal of “hate groups” to the list of entities that cannot be denied access to library meeting rooms in the American Library Association’s Meeting Rooms Interpretation of the Library Bill of Rights. This paper is intended to provide context for this conflict. It begins by situating its arguments within ethical philosophy, specifically the study of values or axiology. It then provides an overview of the theoretical foundations of the values of liberalism. Next, the paper discusses the values of truth and freedom from harm in librarianship. Finally, it suggests that a fuller understanding of the library’s place within the public sphere is a possible model for mitigating the tensions currently found in American librarianship. The paper is intended to provide a theoretical foundation for further research.


1965 ◽  
Vol 7 (4) ◽  
pp. 557-577 ◽  
Author(s):  
Kessel Schwartz

Almost from the inception of the Spanish Inquisition which sought to stifle scientific investigation and philosophical speculation while rejecting foreign ideologies, contrary currents existed in Spain. The liberal humanistic movement headed by Erasmus preached intellectual freedom and a defense of interior religión. This ideology never disappeared in Spain in spite of the formation of the Company of Jesus by Ignacio de Loyola and the efforts of Spanish theologians who promoted the Counter Reformation at the Council of Trent. Under Felipe II foreign ideas were forbidden as heretical and interpretations independent of the Church were stifled. Nevertheless, criticism of the status quo continued. Reginaldo González Montano wrote the first attack on the Inquisition, Sanctae Inquisitioms Hispanicae in 1567.


2014 ◽  
Vol 45 (3) ◽  
pp. 390-407 ◽  
Author(s):  
Alan Rubel
Keyword(s):  

AAUP Bulletin ◽  
1956 ◽  
Vol 42 (3) ◽  
pp. 471 ◽  
Author(s):  
Ralph F. Fuchs

Open Theology ◽  
2019 ◽  
Vol 5 (1) ◽  
pp. 430-450
Author(s):  
Kristóf Oltvai

Abstract Karl Barth’s and Jean-Luc Marion’s theories of revelation, though prominent and popular, are often criticized by both theologians and philosophers for effacing the human subject’s epistemic integrity. I argue here that, in fact, both Barth and Marion appeal to revelation in an attempt to respond to a tendency within philosophy to coerce thought. Philosophy, when it claims to be able to access a universal, absolute truth within history, degenerates into ideology. By making conceptually possible some ‚evental’ phenomena that always evade a priori epistemic conditions, Barth’s and Marion’s theories of revelation relativize all philosophical knowledge, rendering any ideological claim to absolute truth impossible. The difference between their two theories, then, lies in how they understand the relationship between philosophy and theology. For Barth, philosophy’s attempts to make itself absolute is a produce of sinful human vanity; its corrective is thus an authentic revealed theology, which Barth articulates in Christian, dogmatic terms. Marion, on the other hand, equipped with Heidegger’s critique of ontotheology, highlights one specific kind of philosophizing—metaphysics—as generative of ideology. To counter metaphysics, Marion draws heavily on Barth’s account of revelation but secularizes it, reinterpreting the ‚event’ as the saturated phenomenon. Revelation’s unpredictability is thus preserved within Marion’s philosophy, but is no longer restricted to the appearing of God. Both understandings of revelation achieve the same epistemological result, however. Reality can never be rendered transparent to thought; within history, all truth is provisional. A concept of revelation drawn originally from Christian theology thus, counterintuitively, is what secures philosophy’s right to challenge and critique the pre-given, a hermeneutic freedom I suggest is the meaning of sola scriptura.


1990 ◽  
Vol 63 (1) ◽  
pp. 132
Author(s):  
Amy Schrager Lang ◽  
David R. Holmes
Keyword(s):  

2017 ◽  
Vol 48 (1) ◽  
pp. 78-105 ◽  
Author(s):  
Jo Boaler ◽  
Sarah Kate Selling

In a previous study of 2 schools in England that taught mathematics very differently, the first author found that a project-based mathematics approach resulted in higher achievement, greater understanding, and more appreciation of mathematics than a traditional approach. In this follow-up study, the first author contacted and interviewed a group of adults 8 years after they had left the 2 schools to investigate their knowledge use in life. This showed that the young adults who had experienced the 2 mathematics teaching approaches developed profoundly different relationships with mathematics knowledge that contributed towards the shaping of different identities as learners and users of mathematics (Boaler & Greeno, 2000). The adults from the project-based school had also moved into significantly more professional jobs, despite living in one of the lowest income areas of the country. In this article, we consider the different opportunities that the 2 school approaches offered for longterm relationships with mathematics and different forms of mathematical expertise that are differentially useful in the 21st century (Hatano & Oura, 2003).


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