Understanding the Concepts of Academic Freedom and Academic Duty - Essay Example

UNDERSTANDING THE CONCEPTS OF ACADEMIC FREEDOM AND ACADEMIC DUTY Understanding the Concepts of Academic Freedom and Academic Duty Introduction: This essay is attempts to explain the two differing yet interlinked concepts: academic freedom and academic duty. These two concepts are meaningfully defined in the essay along with the explanation of each in the light of views from the experts on the subject. Subsequently, the essay divulges the contrasts among the two concepts through narration of my personal experiences regarding how boundaries of academic freedom can be crossed and the dilemmas that may arise as a result. In the end, the essay is summarized and concluded by providing lessons learnt from the narrations. Content: Academic freedom is the liberty to disseminate information or teach as someone deems fit, to do research in any of the area of choice of the researcher without any restraint and to ascertain and disseminate novel ideas irrespective of their controversial nature (Kennedy, 1997, Page 1, Line 3-6). As in other types of conventional freedoms, governments, individuals and authorities are required to permit the researchers to work with complete freedom and ensure that freedom in such work is not hindered.In fact, academic freedom requires the society to provide such an environment which nourishes novel notions and allows the scholars to freely express them. Historically, the world has seen quite a number of examples which depict the importance of academic freedom. Many famous intellectuals and researchers were sentenced to death or life imprisonment for preaching their novel ideas. For instance Socrates had to see the face of gallows for preaching and corrupting Athens’s youth. Similarly, Galileo advocated Solar System’s Copernican view and was thus imprisoned for life. Descartes had to restrain himself from writing controversial notes to avoid trouble. Many teachers had to lose their jobs for teaching Darwin’s theory to their students. Although ideas of these great scholars and researchers were able to survive, it is not known that how many ideas were not allowed to ne promulgated due to lack of academic freedom(Robinson & Moulton, 2002, Page 1, Line 7-12). The practice of inhibiting academic freedom can also be seen in the modern history. In 1950s, anti-communist sentiment broke and universities were pressurized by Wil­liam Jenner and Joseph McCarthy in the house and senate respectively to fire teachers whose ideas were considered sympathetic towards aims of the communists. The authorities and governments of those times variedly reacted to the situation however, this pressurization led to the universities to protect the academic freedom of the scholars (Kennedy, 1997, Page 1, Para 2, Line 1-8). Another dimension of academic freedom, which was not initially instilled in the primary rules, is linked with the academic responsibility of the teachers engaged in the educational programs. Teachers are primarily responsible for designing and developing the educational programs for the students, disseminate this information in a way which is easy to grasp, set achievable goals for the students in the learning realm, and asses the achievements of the students. This can be only achieved when the educators and faculty members work in sync with their peers, administration and government bodies. Therefore, academic freedom is not only necessary for the scholars to conduct research with freedom and teachers to educate their students in any manner they like but is also essential for the students so that they are able to make a positive contribution to the society(AACU, 2006, Page 1, Line 19-27). The perception of academic duty is registered largely from a book authored by Donald Kennedy in 1997 titled “Academic Duty”. In this writeup, Kennedy presents academic duty as an essential counterpart of academic freedom. It basically refers to the duty and responsibility of the academicians. Kennedy puts in this manner; “Academic freedom has a counterpart, academic duty that is much more seldom used. Democratic societies such as ours regard these two as opposite sides of the same coin. John Gardner put it well when he said, of the symmetry between individual freedom and communitarian obligation, “Liberty and duty, freedom and responsibility: that’s the deal”(Kennedy, 1997, Page 1, Para 4, Line 1-4). Academic freedom and academic duty have been a topic of debate for a long time(AACU, 2006, Page 1, Line 1). To perform research on the most controversial queries that come in the minds of the scholars is a necessary part of academic mission in order to disseminate authentic education to the students. This practice largely forms a part of academic freedom. However, as for academic duty, the researchers are required to submit their academic research findings to colleagues and other experts of the field so that it can be measured against firm evidence for authenticity. This not only promotes education for the students but also helps in fostering working relationship among the peers. (AACU, 2006, Page 1, Line 2) However, an inconsistency remains between academic freedom and academic duty. This inconsistency is basically due to conflicting ideas that both these concepts present which has thus fueled a host of controversies among the general public and academicians. Higher education in America has been at its peak lately and has been able to attract students from around the world. The standards set by American higher education are more than satisfactory which supports a research based university system of education. Many scholars are of the opinion that this system breeds innovative ideas and notions which assist the growth of national economy. However, higher education system has been increasingly facing public criticism for a number of reasons. Public and other civil society member are in a quandary about the quality of undergraduate education system, failure of science to deal with issues like AIDS and so forth. These criticisms have dropped the morale of the academy to its lowest level ever(Kennedy, 1997, Page 1, Para 5, Line 2-13). Although academic freedom is largely accepted in the society, general public is much skeptical about the accomplishment of academic duty by the universities. In fact, academic duty of the academicians is such an obscure term that it has become a mystery to the outside world. According to Kennedy “it is no less a mystery within the walls of the ivory tower”(Kennedy, 1997, Page 2, Para 2, Line 1). This is mostly due to the fact that the new faculty is not briefed comprehensively about their academic duties nor there is enough literature available to guide them in this realm. Probably because of the practice of freedom, the faculty members are not hired through job description neither are they provided with periodic performance appraisals. Resultantly, people outside the circle of education and research have a little insight about what goes on inside the academic circle and therefore have no criteria of judgment. This less knowledge of the public leads to thoughts and mistrust that academic freedom is being practiced without any direction of academic duty. This has in turn aggravated the public demand for accountability of higher education in America. People are not any more satisfied with the encouraging standards of higher education and want to learn more about the “ivory tower”(Kennedy, 1997, Page 1, Para 2&3, Line 1-9). Qualitative interviews form a basic part of a study for a researcher. It is an easy and effective means of data collection tool. Qualitative research examines the socially constructed nature of reality and generates an intimate relationship between the researcher and the subject or topic being studied along with the circumstantial constraints. This particular research method seeks to answer those questions which stress how social experience is created and given meaning.The choice of freedom that a researcher enjoys by using qualitative research method is unlimited. There are three general categories of qualitative interviews which can be used by the students to obtain huge amount of data. These are: (a) informal conversational interview, (b) general interview guide approach, and (c) standardized open-ended interview(Turner, 2010, Page 754, Para 3, Line 5-6). The informal conversational interviews are synonymous to a chat between two people sharing their experiences. These interviews are conducted with no pre-prepared question bank; rather the researchers rely on the spontaneous queries arising from the sharing of experiences. General interviews on the other hand are little more formal but still flexible enough for the researcher to pose or re-phrase the questions as he deems appropriate, keeping in mind the nature of participant and requirement of research. Standardized open-ended question interviews are conducted in a formal manner with completely structured questions. Same questions are asked to each participants and all the questions are left open ended to enable the participants to share their experiences completely(Turner, 2010, Page 755, Para 1, Line 1-2, Para 2, Line 1-2& Page 756, Para 1, Line 1-3). Although this type of research methodology is quite helpful in gaining huge data for the research, qualitative interviews however, also warrant a huge responsibility on the researcher.Experts in the field of interviewing believe that there is a long list of duties and responsibilities which a researcher must ensure before taking on a qualitative interview. These duties include opting for an environment with least distraction, elucidating reason for the interview to the participants, elucidating the confidentiality protocol to be followed, informing the format and the time that would be consumed during the interview, informing the participants about the contact details of the researcher for later contacts and satisfy any queries that the participants may have prior to the interview(Turner, 2010, Page 757, Para 5, Line 9-14). Another responsibility of the researchers is the idea of formulating and disseminating the interview protocol amongst the participants. This could be done by studying the different types of techniques being used for the data gathering and choosing the one which helps to accumulate richer and realistic data. This study would also conclude the weaknesses and strengths of different methods being used by the researchers. Another examination which necessitates completion of interview protocol is the study of effects of different techniques on the reaction that the participants have. This would also allow the participants to know in advance about the type of questions that they would be asked and therefore would be prepared to provide related explanations. Lastly, the timing at which the participants receive the protocol also affects their reactions. Some participants may not want to participate in the study after seeing the protocol, especially on a critical topic(Knox &Burkard, 2009, Page 12, Para 3&4, Line 1-16 &Page 13, Para 1, Line 1-10). Academic duty is basically a combination of responsibility and ethics. Academic responsibility means responsibility to prepare lectures properly and on time, it also means delivering those lectures to the students with best of abilities while using the proper tools. In short, it means that students are well looked after and given the right amount of time which they need to develop their academic expertise(Olivas, 2011Page 24, Line 1-16). The concepts of academic freedom and duty contrast when a professor teaches Christianity in a language class, these concepts collide when the teacher acts disrespectfully towards a certain belief or a religion. They also contrast when a faculty member pressurizes his students to accept his own beliefs and does not allow open queries. My Personal Experience: As a freshman in the previous college that I attended, we were asked by the faculty to write four essays as a part of freshman writing skill enhancing program. Initially, I thought it to be a great idea that would not only increase my writing skills but would also broaden my academic vision on the topics. However, after receiving the topics, I was totally confused. We were supposed to write on the subject of American racism and their relations in all of the topics. Then again I thought that the topics were a coincidence and actually we were being made to master the art of writing skill. However, my fears came true when we were debriefed about our writings. It was like a brainwashing session where we were told what to think instead of thinking on our own. Most often, our language teacher blatantly put forward his beliefs and told us that we should agree with him on the subject. In the class of only fifteen students, I and three others differed on the poll conducted on the racial views and we were instantly cornered by the language teacher. We were asked daunting questions about our beliefs on the subject and then he asked the rest of the class to tell us why we were wrong. Instead of learning writing skills, students in that class were being taught the agenda of the college in the name of academic freedom, while ignoring their academic duty. Most of the professors imparting higher education are well aware of the rights the students and their own rights. They are aware of the limits to the concept of academic freedom and the obligations they have when they are imparting controversial ideas. Although many of them hold fervent views regarding a subject, they are equally cognizant of the fact that academic freedom in no way is a tool to suppress freedom of speech and open inquiry by the students. They make every effort that their classroom does not become a place of ideological, racial or gender harassment and that every student is equally subjected to Socratic Method and not just those who tend to challenge the concepts of the teacher. Summary and Conclusion: Academic freedom and academic duty are two concepts which go hand in hand. Most of the people agree that researchers and scholars need a certain degree of freedom to research their beliefs in order to extend their knowledge in any field of their choice. Public is also in unison with the idea that academicians must be given enough space to preach and practice whatever they want and by choosing whatever methods they deem probable. This concept is largely protected by the institutes and universities through formal rulings and principles. Academic freedom is also awarded to the researchers in the field of qualitative interviews where they are free to adopt any method of interviewing the participants. They even have the freedom to choose the participants, time and settings of the interview and types to questions to be asked to the participants. However, academic freedom does not in any way mean imposing your ideas and concepts on the students. Here comes the role of academic duty. This concept sets a limit to the academic freedom which the scholars enjoy and binds them in a code of conduct to act responsibly and ethically. Even while conducting qualitative interviews, researchers are required to act responsibly and follow a certain protocol. The rights of the students and participants of a study must be given due importance which is primarily an essence of a professional educator. But academic duty is considered as a mysterious subject by the general public as these duties and responsibilities are not laid explicitly while hiring faculty for higher education. References: AACU (2006).Academic freedom and educational responsibility. [e-book] Washington,: Association of American Colleges and Universities.pp. 1.[Accessed: 30 Jan 2014]. Kennedy, D. (1997). Academic duty. Cambridge, Mass.: Harvard University Press. Knox, S. &Burkard, A. (2009).Qualitative research interviews. [e-book] Marquette University. pp. 12-13. [Accessed: 30 Jan 2014]. Olivas, M. A. (2011). Academic freedom and academic duty. [e-book] Houston: University of Houston. p. 13.[Accessed: 30 Jan 2014]. Robinson, G. & Moulton, J. (2002).Academic freedom. [e-book] Smith College.p. 1.[Accessed: 31 Jan 2014]. Turner, D. W. (2010). Qualitative interview design: a practical guide for novice investigators. [e-book] Florida: Nova Southeastern University, Fort Lauderdale, Florida USA. pp. 754-757. [Accessed: 30 Jan 2014]. Read More