Academic Freedom Syllabus Language
One way to develop a greater understanding of academic freedom is to introduce the concept into our classes. That is, to explain to students what academic freedom means, why it is important, and to set up classroom expectations that adhere to the principles of academic freedom. Adding academic freedom language in our syllabi not only creates useful course expectations but also opens up room early in the semester for a conversation about what academic freedom means in the classroom.
This page offers:
1) a brief summary of AAUP policies regarding academic freedom in the classroom,
2) tips for integrating AAUP policies on academic freedom into your classroom, and
3) some sample language that can be included in the syllabi.
1. A Brief Summary of AAUP Policies Concerning Academic Freedom in the Classroom
The joint AAUP-AAC&U 1940 Statement of Principles on Academic Freedom and Tenure affirms that “Teachers are entitled to freedom in the classroom in discussing their subject” (1940 Statement). This is based on the recognition that teachers have considerable content knowledge as well as teaching experience. Therefore, they should be the ones primarily responsible for selecting the course materials, designing the assignments, assessing students’ academic performance, and determining the methods of instruction (The Freedom to Teach). These educational decisions should not be left to politicians, parents, administrators, or others who might have a political, economic, or personal agenda. Ensuring freedom in the classroom makes it possible for higher education to serve the common good and not the private interests of those with power and influence.
This does not mean, of course, that faculty can do whatever they want in the classroom. The content being taught should be consistent with the current state of the discipline, as the faculty member understands it within their field of expertise, and classroom content should reflect the course description. A teacher can introduce controversial and contemporary topics; however, if they are not directly related to the topic of the class—such as talking about current political issues in a Calculus class—such discussions should not “persistently intrud[e]” on the content of the class (1940 Statement; Freedom in the Classroom).
Students also enjoy the freedom to learn, which includes the right to express their ideas freely and to have their work evaluated solely on its academic merits, “not on opinions or conduct in matters unrelated to academic standards.” And faculty should not participate in the “improper disclosure” of information about a student’s “views, beliefs, and political associations that professors acquire in the course of their work” (see: Joint Statement on Rights and Freedoms of Students).
2. Tips for Integrating AAUP Policies on Academic Freedom into Your Classroom
It may not always be necessary to introduce students to technical AAUP policies on academic freedom. However, given the current political context in which the classroom is being politicized by external actors, it can be helpful to be explicit about how the principles of academic freedom apply. Here are four general suggestions:
Be clear that the course material engages a set of ongoing disciplinary (or interdisciplinary) debates. Therefore, the class is designed to introduce students to key theories, methods, and debates within the field. It is not simply sharing fact-free personal opinions, casual observations, or political talking points.
This means that students can, and are expected to, share ideas that might be controversial or unpopular. Be clear that there already is a diversity of perspectives built into how the course is designed and that students are free to express additional ideas and positions. However, all readings and ideas are subject to debate and discussion. Factual inaccuracies and ideas that have been thoroughly discredited within the field are irrelevant to the class and therefore will not be indulged.
Explain that the freedom to express ideas also means creating a shared environment where the interrogation of ideas can take place. And this can only occur when the classroom space is inclusive and non-discriminatory. In other words, while students can criticize ideas, they cannot attack each other.
Faculty members can choose to counter student claims–in particular those that are harmful to other students–especially if those assertions are predicated on falsehoods or ideas widely discredited within the discipline. A climate scientist, for example, does not need to indulge claims that climate change is not caused by humans when the overwhelming scientific evidence demonstrates that it is. A biology instructor does not need to dedicate time to creationism, even if some students might express denial of evolution on religious grounds. Likewise, a gender studies professor does not need to entertain claims that there are only two genders or that trans people do not exist.
3. Some Sample Syllabus Language
Here is some template language that can be included in your syllabus or edited to fit your own needs.
A Commitment to Academic Freedom
Higher education is predicated on the exchange, vetting, and deliberation of often controversial and unsettled ideas. In this particular class, for example, we explore how ...[philosophers address questions of justice, sociologists engage questions of race, etc.]. We are not here to simply express personal opinions or repeat talking points, but rather to engage a set of ideas and research findings that have a long and complicated history and are therefore subject to ongoing debate. Committed students and scholars can, and do, disagree on the topics we will be discussing.
The syllabus has been designed to bring these controversies and disagreements to the fore. Students are also invited to introduce additional challenges in a serious and open-minded manner.
Such conversations require mutual trust and respect. It is therefore essential that students feel free to express their deeply held views and continually developing perspectives. This means ensuring that all students and faculty feel included and welcomed to engage in discussion. Because hateful or discriminatory speech and behavior degrades the possibility for a free exchange of ideas, it will not be tolerated.
In response to considerable confusion caused by federal interference, Columbia University’s AAUP chapter has developed some syllabus language on academic freedom, and the AFT has also created some syllabus language on academic freedom: