In this article, the authors discuss the aim of their book, "The Humanities, Higher Education, and Academic Freedom: Three Necessary Arguments" (2015). The authors provide an account of the dire employment conditions that have weakened North American universities as professional institutions of teaching and learning. They believe that the real crisis is that the profession of college teaching has been drastically deprofessionalized over the past 40 years, and that college teachers need to find ways of making this case to the general public--without suggesting that the legions of teachers off the tenure track are not doing professional-quality teaching. The authors argue that the crisis in the humanities is not a crisis of content but of deprofessionalization and its consequences for academic freedom. The book explains "why" all qualified applicants should have an opportunity to apply for positions, and the majority of positions must have access to the academic freedom the tenure system makes possible. The book also explains "how" qualified applicants can access this opportunity. The authors propose that many full-time faculty lines off the tenure track be converted to "teaching-intensive tenured positions." In the course of their book, the authors distinguish sharply between faculty (on or off the tenure track) who are hired in competitive regional or national searches and faculty (always off the tenure track) who are hired locally by means of random "ad hoc" procedures that are answerable to no one. [Michael Bérubé and Jennifer Ruth, "The Humanities, Higher Education, and Academic Freedom: Three Necessary Arguments." Palgrave Macmillan, 2015. ISBN 9781137506122.]