Academic Freedom Quotes

“Doch was [Olof] Palme in seinem Modernisierungseifer nicht verstehen konnte oder wollte, war, dass die akademischen Spinnweben auch für eine demokratisierte Hochschule von einigem Wert waren. Die Universitäten repräsentierten eine zivile Gesellschaft sowohl außerhalb des Staates als auch der Marktwirtschaft; sie waren eine andere Sphäre, die von der Jagd nach höherer Produktivität unberührt war, an der Wirtschaft und Sozialdemokratie natürlich teilnahmen. Den Universitäten und den Akademikern gegen ihren Willen Reformen aufzuzwingen untergrub ihr Selbstvertrauen und schadete auf lange Sicht der akademischen Freiheit.”
― Henrik Berggren, Underbara dagar framför oss: En biografi över Olof Palme

“Given the current pace of its corporatization, academia may well become the worst institution for indoctrinating and subjugating many brilliant minds that may otherwise have great potential for dissidence and creating a new worldview, which is much needed amid the global turmoil we are experiencing internationally.”
― Louis Yako

“The third serious problem the culture of customer service as we know it creates is turning every profession into a customer service tool to generate profits. In doing so, we risk the loss of creativity, quality, and critical thinking in many walks of life. Nowhere is this risk clearer and more damaging than viewing students at different educational institutions as customers, and nowhere this trend has been happening more rapidly than at schools, colleges, and universities, especially at private institutions. There is severe damage done to creativity and critical thinking when all students want is an A, and in fact feel entitled to get it since they (or their parents) are paying hundreds of thousands of dollars to attend elite schools. Many educators are under enormous pressure to give students grades they do not deserve in order to avoid receiving bad student evaluations (or to ensure getting good ones). This pressure is intensifying as academic jobs become increasingly contingent and precarious, where teaching staff are hired under short contracts only renewed based on so-called ‘performance,’ which is often measured by student evaluations and enrollment. When this happens, academic and intellectual compromises and corruption increase. Colleagues at elite American universities have been pressured to give students grades no lower than a B, with the explanation that this is what is ‘expected.’ Rampant grade inflation is unethical and unacceptable. Unfortunately, when graduate instructors resist professors’ instructions to fix grades by grading according to independent criteria of intellectual merit, they may be verbally chastised or worse, fired. This humiliation not only reinforces the norm of inflating grades, it also bolsters the power of the tenured professors who instruct their teaching assistants to do it.”
― Louis Yako

“If we want to resist the powers which threaten to suppress intellectual and individual freedom we must keep clearly before us what is at stake, and what we owe to that freedom which our ancestors have won for us after hard struggles.”
― Albert Einstein, Essays in Humanism

“The first obligation is to Truth, and that a Truth derived from an apprehension of an order more than natural or material. I think that man who will not acknowledge the Author of their being have no sanction for truth Dedication to an abiding Truth and to the spiritual aspirations of humanity excised, the pursuit of power and the gratification of concupiscence are the logical occupations of rational men in a world that is merely human and merely natural.”
― Russell Kirk, Academic Freedom: An Essay in Definition

“Rights have become what the political sovereign or ephemeral master decides to dispense and whatever gratifies the undisciplined cravings and desires of the individual.”
― Russell Kirk, Academic Freedom: An Essay in Definition

“And, substantially they hope to supplant the “disciplining of the higher faculty of the imagination” by what they call “education for democracy.” ...

The very banality of the expression helps to ensure its triumph. Who could be against education? Who could be against democracy? Yet the phrase begs two questions: What do you mean by “education”? And what do you mean by “democracy”? The school of Dewey has long been fond of capturing words and turning them to their own purposes: they tried hard to capture “humanism”, and even laid siege to “religion” Now I am convinced that if, by “education,” the champions of this slogan mean merely recreation, socialization, and a kind of custodial jurisdiction over young people, then they are deliberately perverting a word with a reasonably distinct historical meaning and making it into what Mr. Richard Weaver, in his book, "Ethics of Rhetoric”, calls a "god-term"—that is, a charismatic expression drained dry of any objective significance, but remaining an empty symbol intended to win unthinking applause”
― Russell Kirk, Academic Freedom: An Essay in Definition

“Inside the academy we should be able to discover and travel among other selves, other identities ... we should regard knowledge as something for which to risk identity and we should think of academic freedom as an invitation to give up on identity in the hope of understanding and perhaps even assuming more than one.”
― Edward W. Said

“As I see it, academia is the mirror of society, and the ugly academic reality we are witnessing nowadays is an indication that many academics have let the society down, and that we have not done a good job in being part of people’s struggle for justice.”
― Louis Yako

“Belle is planning to host a series of salons," said Lio, appearing out of nowhere to fill her silence. It had been his first promise to her, in those wild days right after they broke the curse, when they talked feverishly about their most cherished dreams and whispered their deepest fears to each other. Back then, Belle's only fear had been her own ignorance. She had told him of her wish to travel to Paris and attend a salon herself, perhaps one that counted some of her favorite philosophes and encyclopédistes among its members. He had said her dream was toon small and that she herself should host one.
The Mademoiselle de Vignerot smiled politely. "What will the subject be?"
"Oh, everything," said Belle. Her enthusiasm elicited laughter, but she was entirely serious.
The comte de Chamfort cleared his throat, his lips curling into a sneer. "That is very broad, madame. Surely you have a more specific interest? My parents used to attend the famous Bout-du-Banc literary salon in Paris, but that was a very long time ago."
Belle gave him her best patient smile. "I don't wish to be limited, monsieur. My salons will invite scientists, philosophers, inventors, novelists, really anyone in possession of a good idea."
The comte guffawed. "Why on earth would you do such a thing?"
"To learn from them, monsieur. I would have thought the reason obvious."
Marguerite snorted into her glass. Belle sipped her drink as Lio placed his hand on the small of her back. She didn't know if it was meant to calm her down or encourage her.
"Whatever for?" the comte asked with the menacing air of a man discovering he was the butt of a joke. "Everything that is worth learning is already taught."
"To whom?" Belle felt the heat rising in her cheeks. "Strictly the wealthy sons of wealthier fathers?" Some of Bastien's guests gasped, they themselves being the children of France's aristocracy, but Belle was heartened when she saw Marguerite smile encouragingly. "I believe that education is a right, monsieur, and one that has long been reserved exclusively for the most privileged among us. My salons will reflect the true reality."
"Which is what, madame?" Marguerite prompted eagerly.
Belle's heart rattled in her chest. "That scholarship is the province of any who would pursue it.”
― Emma Theriault, Rebel Rose

“Mistakes abound when groupthink goes unchallenged.”
― Greg Lukianoff, The Canceling of the American Mind: Cancel Culture Undermines Trust and Threatens Us All—But There Is a Solution

“Academic freedom does allow for protest. Students should protest and argue about positions with which they disagree. But academic freedom does not imply that differences of opinion may be voiced via taunts, nor does it suggest that intimidation is a legitimate and productive means to affect change. Academic freedom does not mean that students should be pressured to avoid unique and difficult educational opportunities because others impugn them.”
― Jill Schneiderman, Anti-Zionism on Campus: The University, Free Speech, and BDS

“Instead of working to engage debate and refute contentious ideas, students and faculty are shutting down avenues of inquiry and blocking the attempts of others to examine difficult issues. Such bullying stymies learning and is anti-intellectual.”
― Jill Schneiderman, Anti-Zionism on Campus: The University, Free Speech, and BDS