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.

The Extent of Academic Freedom in Philippine Education

2012 ◽  
Vol 2 (1) ◽  
Author(s):  
Ricmar P. Aquino
Keyword(s):  
Academic Freedom ◽  
Professional Ethics ◽  
Educational Institution ◽  
Academic Community ◽  
Point Of View ◽  
Higher Learning ◽  
Ecclesiastical Authority ◽  
Institutions Of Higher Learning ◽  
Admission Policies ◽  
Higher Institutions

This qualitative research was an attempt to study the extent of applicability of academic freedom in Philippine education in terms of its concept and development. The term has been defined as the freedom of the teacher or research worker in higher institutions of learning to investigate and discuss the problems of his science and to express his conclusions through publication or in the instructions of the students. Political or ecclesiastical authorities or administrative officials of the institution are barred from interfering with this right of the teacher unless the same is contrary to professional ethics. Academic freedom is exclusively the domain of academic community. Academic freedom may be viewed from two standpoints such as the point of view of the educational institution and the point of view of the members of the academe. The first point of view speaks of the freedom of the institution to determine the qualification of its teachers, the course of study and admission policies. From the standpoint of the members of the academe, academic freedom is the freedom of the teacher or research workers in institutions of higher learning to investigate and discuss the problems of his science and to express his conclusions either through publications or in instructions of the students, without interference from political or ecclesiastical authority, or from administrative officials of the institution.

On Political Correctness, Microaggressions, and Silencing in the Academy

2018 ◽  
Author(s):  
Mary Kate McGowan
Keyword(s):  
Academic Freedom ◽  
Free Speech ◽  
Political Correctness ◽  
Higher Learning ◽  
Growing Media ◽  
Real Possibility ◽  
Institutions Of Higher Learning ◽  
Media Reports

Free speech and academic freedom are vitally important values. According to growing media reports, however, they are under attack and they are under attack in the exact place where they ought to be most protected: in our institutions of higher learning. This chapter explores two phenomena alleged to silence people on academic campuses: politically correct culture and microaggressions. These sorts of silencing involve a person deciding against speaking and deciding this because of the speaker’s beliefs about how the audience would respond to her speaking. As this chapter will show, not all cases of choosing to remain silent are on a par; the issues are complex but each sort of these two sorts of academic silencing is a real possibility.

Academic Freedom

2018 ◽  
Keyword(s):  
Academic Freedom ◽  
Civil Disobedience ◽  
Higher Learning ◽  
Emotional Needs ◽  
Safe Spaces ◽  
Institutions Of Higher Learning ◽  
Wide Range ◽  
New Challenges ◽  
The University ◽  
Fundamental Values

Academic freedom, which allows members of institutions of higher learning to engage in intellectual pursuits without fear of censorship or retaliation, lies at the heart of the mission of the university. Recent years have seen growing concerns about threats to academic freedom, many brought about from the changing norms of, and demands on, the university. A number of new issues—including content warnings, safe spaces, social media controversies, microaggressions, and no platforming—have given rise to loud cries, in both scholarly and popular contexts, that academic freedom is under serious attack. Despite this, there is surprisingly little philosophical work on the topic of academic freedom, and even less that directly takes up some of these new challenges. The present volume fills both of these gaps in the current literature by bringing together leading philosophers from a wide range of areas of expertise to weigh in on both traditional and timely issues involving academic freedom. The volume includes an introduction and ten previously unpublished essays, divided into four main sections: The Rationale for Academic Freedom, on the fundamental values that undergird the case for academic freedom; The Parameters of Academic Freedom, on when and where academic freedom applies; Silencing and Beyond: Microaggressions, Content Warnings, and Political Correctness, on some of the new challenges to academic freedom grounded in sensitivity to the political and emotional needs of an increasingly diverse academy; and Protests, Civil Disobedience, and No Platforming, on conflicts between academic freedom and the enforcement of laws and regulations governing the functioning of the university.

scholarly journals ‘Academic Freedom’ in Indian Higher Education Settings

2021 ◽  
Vol 17 (2) ◽  
pp. 39
Author(s):  
Satya Sundar Sethy
Keyword(s):  
Higher Education ◽  
Academic Freedom ◽  
Qualitative Methodology ◽  
External Control ◽  
Critical Examination ◽  
Political Rights ◽  
Indian Higher Education ◽  
Civil And Political Rights ◽  
Set Up ◽  
The Relationship

The expression ‘autonomy’ means freedom from external control and influence. But what students’ autonomy and teachers’ autonomy constitute of has not been examined in detail in the Indian higher education (HE) settings. It is observed that students and teachers are often misleading and misinterpreting the concept of ‘autonomy’ as ‘legal freedom’ and confused autonomy with ‘civil and political rights’. This creates hurdle to achieve aims and objectives of Indian HE institutions. Against this background, the paper discusses the relation between students’ and teachers’ autonomy and their academic freedom in Indian higher education set up. It examines the relationship between ‘academic freedom’ and ‘university autonomy’. The paper submits that ‘academic freedom’ in Indian higher education institutions is not to be viewed as ‘legal freedom’. The paper adopts qualitative methodology that subsumes descriptive, evaluative and interpretative approaches to derive its conclusion for academics consideration and further critical examination.

The Role of Moral Education on the Dress Code in the Higher Learning Institution

Sains Insani ◽  
2016 ◽  
Vol 1 (1) ◽  
pp. 10-14
Author(s):  
Ira Meilita Ibrahim ◽  
Taufik A. Latif ◽  
Afi Roshezry Abu Bakar ◽  
Muthualagan Thangavelu
Keyword(s):  
Moral Education ◽  
Private University ◽  
Public University ◽  
Higher Learning ◽  
Private Institutions ◽  
Dress Code ◽  
Institutions Of Higher Learning ◽  
The World ◽  
Definition Of

The advancement of European dress to the rest of the world was linked to the definition of civilization as “a stage of social development considered to be more advanced” and “polite and good-mannered”. The widespread of their fashion style in the 19th and 20th centuries influenced the way the rest of the world attire. The fashion trend and dressing style thus change the purpose of dressing through time. The dressing style in campuses especially in private institutions of higher learning is under particular scrutiny, as it is often said to be inappropriate for a learning environment. This study looked at the importance of moral education, and its role in implementing the dress code for students among university students especially between two types of university i.e. public university and private university. It looked on the dressing style of students, both male and female, and the factors that lead to their dressing pattern which is common among students. This study also advocated the students’ understanding of the content of dress codes in their learning institution and the role played by moral education in regard to dress code. The overall study highlighted students’ perception towards the implementation of the dress code and punishment in their learning institution. The methodologies used to carry out this study are questionnaires and interviews. This study will therefore ascertain the important of dress code among students at higher learning institution and the role of moral education in cultivating values in order to dress properly or decently. Key Words: moral education, dress code, higher learning institution, civilization.

The Integral Nature of Ethnicity and Religion during Northern Ireland’s Troubles

2018 ◽  
Vol 41 (1-2) ◽  
pp. 9-18
Author(s):  
Peter Crowley
Keyword(s):  
Religious Identity ◽  
Historical Narratives ◽  
Complex Nature ◽  
Political Rights ◽  
The Troubles ◽  
Religious Conflicts ◽  
The World ◽  
Sectarian Conflict ◽  
Civil And Political Rights ◽  
Religious Other

Northern Ireland’s Troubles conflict, like many complex conflicts through the world, has often been conceived as considerably motivated by religious differences. This paper demonstrates that religion was often integrated into an ethno-religious identity that fueled sectarian conflict between Protestants and Catholics in Northern Ireland during the Troubles period. Instead of being a religious-based conflict, the conflict derived from historical divides of power, land ownership, and civil and political rights in Ireland over several centuries. It relies on 12 interviews, six Protestants and six Catholics, to measure their use of religious references when referring to their religious other. The paper concludes that in the overwhelming majority of cases, both groups did not use religious references, supporting the hypothesis on the integrated nature of ethnicity and religion during the Troubles. It offers grounding for looking into the complex nature of sectarian and seemingly religious conflicts throughout the world, including cases in which religion acts as more of a veneer to deeply rooted identities and historical narratives.

A JOURNEY TO MEASURE STUDENT COMMUNITY ENGAGEMENT BENEFITS: EVIDENCE FROM AUSTRALIA

2019 ◽  
Vol 1 (1) ◽  
pp. 16
Author(s):  
Ellen Chung ◽  
Hamish B Coates
Keyword(s):  
Community Engagement ◽  
Undergraduate Students ◽  
Factor Loading ◽  
Higher Learning ◽  
Four Dimensions ◽  
Student Community ◽  
Institutions Of Higher Learning ◽  
Final Questionnaire ◽  
Civic Skills ◽  
Career Skills

Community engagement is a phenomenon that has received increasing attention among institutions of higher learning in recent years, and students engaging with communities are generally seen as beneficial. Given this, surprisingly little is known about this form of engagement in Australian higher education, let alone methods to measure its benefits on students. This study discussed the development of the Student Community Engagement Benefits Questionnaire (SCEBS), a questionnaire that measures the perceptions of community engagement benefits among undergraduate students in Australia. The final questionnaire has 32 items allocated to four benefit scales: (1) Career skills, (2) Diversity skills, (3) Interpersonal skills, (4) Civic skills. Most benefit items had a factor loading of atleast 0.40 with its own scale. The results of the factor analysis revealed that the four scales accounted for 53% of the total variance. The alpha reliability coefficient for the four scales ranged from 0.79 to 0.91. Based on these findings, the Student Community Engagement Benefits Scale (SCEBS) is a valid and reliable instrument that can be used in the field of education. Undergraduate students also reported statistically significant changes in the four dimensions after participating in community engagement activities.

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