Academic Freedom and Civil Liberty in Education

2. ACADEMIC
FREEDOM AND ITS
CONTROVERSIES

3. The University of the Philippines at Diliman affair
where controversy erupted after Professor Gerardo
A. Agulto of the College of Business Administration
was sued by MBA graduate student Chanda R.
Shahani for a nominal amount in damages for failing
him several times in the Strategic Management
portion of the Comprehensive Examination. Agulto
refused to give a detailed basis for his grades and
instead invoked Academic Freedom while Shahani
argued in court that Academic Freedom could not be
invoked without a rational basis in grading a student.

4. In 2006 trade union leader and sociologist Fazel
Khan was fired from the University of KwaZulu-
Nagal in South Africa after taking a leadership
role in a strike. In 2008 international concern
was also expressed at attempts to discipline two
other academicians at the same university -
Nithiya Chetty and John van der Berg - for
expressing concern about academic freedom at
the university.

5. William Shockley of England was concerned
about relatively high reproductive rates
among people of African descent, because
he believed that genetics doomed black
people to be intellectually inferior to white
people.He was strongly criticized for this
stand, which raised some concerns about
whether criticism of unpopular views of
racial differences suppressed academic
freedom.

6. is the freedom to teach, study and
pursue knowledge without
unreasonable interference or
restriction from law, institutional
regulations or public pressure

7. The belief that the freedom of inquiry by
faculty members is essential to the
mission of the academy, and that scholars
should have freedom to teach or
communicate ideas or facts (including
those that are inconvenient to external
political groups or to authorities) without
being targeted for repression, job loss, or
imprisonment

8. Is predicated on the theory that social
progress occurs through individuals who
depart from the conventional ways of
thinking and acting
The philosophy of this method holds that
it is good for the teacher to provide a
large measure of freedom in the
educational program in order to liberate
whatever genius is latent in any child.

9. 1. FACULY ACADEMIC FREEDOM
2. INSTITUTIONAL ACADEMIC
FREEDOM
3. STUDENT ACADEMIC FREEDOM

10. Teachers are entitled to freedom in
the classroom in discussing their
subject, but they should be careful
not to introduce controversial
matters that has no relation to their
subject. Limitations of academic
freedom should be stated in writing
at the time of appointment.

11. The curriculum belongs to the
institution not to the faculty.
The institution can demand certain
standards of teaching and evaluate
the faculty against those standards.

12. The curriculum belongs to the
institution not to the faculty.
The institution can demand certain
standards of teaching and evaluate
the faculty against those standards.

13. Institutions reserve the right to
determine
1. Who may teach
2. Who may be taught
3. How it shall be taught
4. Who may be admitted to study

14. The professor in the classroom should
encourage free discussion, inquiry and
expression.
Student performance should be
evaluated solely on academic basis, not
on opinions or conduct in matters
unrelated to academic standards.

15. In the Philippines
The 1987 Philippine Constitution states
that, "Academic Freedom shall be
enjoyed in all institutions of higher
learning

16.  The teacher is a citizen as well as a
teacher. He would like to be free as
other citizens in deciding to join a
church or a political party, to wear a
style of clothes, to dance and to
drink or smoke. So long as he
exercises freedom in these matters
in conformity with his
community, not troubles will arise.

17.  If the teacher departs from the norms or
stereotypes of the community, his fellow
citizens would criticize his exercise of
CIVIL LIBERTY.
 A teacher teaches by example even on
out of school hours and off the school
grounds just as well as during the time
he is officially in school.

18.  Since the democratic community has the
right to prescribe the curriculum it wants
taught, it is only proper that the teacher
should conform to its dictates in
exercising his liberties as a citizen.
 Any man or woman, on becoming a
teacher may well feel honored to ascend
any pedestal of civic virtue. If
unwilling, he should resign or seek
another position

19. Teachers are not always able to distinguish
clearly between their academic freedom and
their civil liberty
Frequently, when they have exercised their
civil liberties in such a way as to offend the
community and the community demands
their dismissal, they claim that dismissal
would be an infringement of their academic
freedom.

20. When a professor of Chemistry puts himself
on public record as to his views on
communism, he is really speaking as a
citizen and not as a professor. On the topic of
communism he is no more competent than
any other man. Therefore the only
protection he can expect is the protection of
his civil liberties, not of his academic
freedom.

21. When a professor of Chemistry puts himself
on public record as to his views on
communism, he is really speaking as a
citizen and not as a professor. On the topic of
communism he is no more competent than
any other man. Therefore the only
protection he can expect is the protection of
his civil liberties, not of his academic
freedom.

22. In exercising their civil liberties off
campus, students must expect to run the
risks of ordinary citizens, which is, indeed
all they are. If they challenge the authority of
civil officers, they will have to abide the
consequences. Nor should campus
authorities put students in double jeopardy
by taking jurisdiction of the same offense
when students return to the campus.

23. Although under extreme provocation civil
police may have to invade the campus or
school, it is much better if these academic
precincts remain inviolate as a guaranteeof
the freedom which properly obtains there.