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ERIC Number: ED316896
Record Type: Non-Journal
Publication Date: 1989-Nov
Pages: 19
Abstractor: N/A
Reference Count: N/A
Academic Freedom in the Speech Communication Classroom: Toward an Ethics for Teaching.
Johnstone, Christopher Lyle
Concern with academic freedom in the speech communication classroom is concern with the aims, matter, and methods of teaching. Academic freedom is a condition of relatively unconstrained inquiry and instruction upon which the pursuit and transmission of knowledge depend. Three ideas are worth noting: (1) academic freedom is grounded in some basic conception of the function or mission of the academy; (2) this mission historically has been understood as the creation and dissemination of knowledge; and (3) stress on the external element in academic freedom invites faculty to ignore an equally important internal element. Academic freedom involves not only a relative absence of external constraints; it must also be understood as an absence of internal constraints on inquiry and teaching. This understanding of the necessary conditions for inquiry and learning calls attention to the mental aspects of freedom: to the attitudes that are requisite to genuine questioning, experimentation, testing of ideas, and knowing. The intrapersonal aspect of academic freedom comprises a pair of mental habits or attitudes--the commitments to growth and adventure. Implications can be examined in three areas: the aims or objectives of instruction, the content of coursework, and the methods by which that content is managed. If individuals are genuinely committed to the ideal of academic freedom, they must strive for it themselves every bit as vigorously as they attempt to nurture it in students. For scholars and teachers, the highest responsibility is to strive to be free. (MG)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A