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When Thomas Smith, who directs the honors program at Villanova University in Pennsylvania, spoke at the conference on "integral humanism," eyeing today's threats to academic freedom, he sees very different challenges than the ones that higher education faced four or five decades ago.
6) These statutes reflect the general position within the UK, which is that academic freedom is not an absolute value, but rather something that has to be taken into account by a variety of decision-makers.
As several of the Canadian contributors note, the recent "Statement on Academic Freedom" by the Association of Universities and Colleges of Canada ignores both faculty governance and extramural speech while making, what Mark Gabbert calls, "problematic claims for institutional constraints on academic freedom.
The American Association of University Professors published the "Declaration of Principles on Academic Freedom and Academic Tenure" in 1915.
Dabashi said that academic freedom was a delusion and said nevertheless those who cared about what happened in the world would continue to exercise our academic and intellectual freedom "until either academic freedom is true and we are using it or it is false and the world will know that there is no such thing.
Like proprietary and religious institutions, vocational disciplines (communications, health sciences, agriculture and natural resources, recreation and fitness, and the like) are academic pursuits that have a predetermined outcome, thus making academic freedom irrelevant.
The natural and often all-too-effective ally of these threats is a culture of complacency among faculty, founded upon the illusion that academic freedom and tenure remain sacrosanct.
Although the recent scuffle seems to be about academic freedom, the assault on the Israeli academe is actually part of a much wider offensive against liberal values.
In his review of Howard Woodhouse's Selling Out: Academic Freedom and the Corporate Market, Ian D.
These principles provided a model for university governance in which academic freedom was regarded as a moral obligation (AAUP, 1915).
These issues are represented in three sections: (1) Background to demonstrate the shift from traditional views of in loco parentis to age of majority contractual obligations; (2) Conceptual Model to delineate aspects of student academic freedom, postsecondary obligations, and student conduct responsibilities; and (3) Conclusion summarizes how the conceptual model of student academic freedom is limited by contractual relationships.
Academic freedom is a key tenet of our universities and staff should not be worried for their careers if they wish to speak out about matters of concern.

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