Reframing What Academic Freedom Means in the Digital Age

Jacques-Louis David's "The Death of Socrates" (1787, Oil on

Creation of a Task Force on Academic Freedom

Not long ago, my alma mater Johns Hopkins University announced the creation of a task force on Academic Freedom.   Since then, I’ve corresponded with the group on a few occasions and in the spirit of my notes to them, I thought I’d share some of those thoughts with others in the academy, science writers/communicators, and even the general public who may also find them useful.  Toward that end, below is a slightly modified version of my two main emails to the task force. [They’ve been revised marginally for their appearance and readability in this format and now also include section headings.] While I’m generally writing about Johns Hopkins as an example, I’m sure that the majority of it also applies to the rest of the academy.

On a personal note, the first email has some interesting thoughts and background, while the second email has some stronger broader recommendations.

Jacques-Louis David's  (1787) Oil on canvas entitled "The Death of Socrates"
Jacques-Louis David’s “The Death of Socrates” (1787, Oil on canvas)

 

My First Thoughts to the Task Force

Matthew Green’s Blog and Questions of National Security

Early in September 2013, there was a rather large PR nightmare created for the university (especially as it regards poor representation within the blogosphere and social media) when interim Dean of the Whiting School of Engineering Andrew Douglas requested to have professor Matthew Green’s web presence modified in relation to an alleged anti-NSA post on it.  Given the increasing level of NSA related privacy news at the time (and since as relates to the ongoing Edward Snowden case), the case was certainly blown out of proportion.  But the Green/NSA story is also one of the most highlighted cases relating to academic freedom in higher education in the last several years, and I’m sure it may be the motivating force behind why the task force was created in the first place.  (If you or the task force is unaware of the issues in that case you can certainly do a quick web search, though one of the foremost followers of the controversy was ArsTechnica which provided this post with most of the pertinent information; alternately take a look at what journalism professor Jay Rosen had to say on the issue in the Guardian.) I’m sure you can find a wealth of additional reportage from the Hopkins Office of News and Information which maintains its daily digests of “Today’s News” from around that time period.

In my mind, much of the issue and the outpouring of poor publicity, which redounded to the university, resulted from the media getting information about the situation via social media before the internal mechanisms of the university had the chance to look at the issue in detail and provide a more timely resolution. [Rumors via social media will certainly confirm Mark Twain’s aphorism that “A lie can travel half way around the world while the truth is putting on its shoes.”]

While you’re mulling over the issue of academic freedom, I would highly suggest you all closely consider the increased impact of the internet and particularly social media with regard to any policies which are proposed going forward.  As the volunteer creator and initial maintainer of much of Hopkins’ social media presence on both Facebook and Twitter as well as many others for their first five years of existence (JHU was the first university in these areas of social media and most other major institutions followed our early lead), I have a keen insight to how these tools impact higher education.  With easy-to-use blogging platforms and social media (Matthew Green had both a personal blog that was hosted outside the University as well as one that was mirrored through the University as well as a Twitter account), professors now have a much larger megaphone and constituency than they’ve had any time in the preceding 450 years of the academy.  This fact creates unique problems as it relates to the university, its image, how it functions, and how its professoriate interact with relation to academic freedom, which is a far different animal than it had been even 17 years ago at the dawn of the internet age. Things can obviously become sticky and quickly as evinced in the Green/APL situation which was exacerbated by the APL’s single source of income at a time when the NSA and privacy were foremost in the public eye.

What are Some of the Issues for Academic Freedom in the Digital Age?

Consider the following:

  • How should/shouldn’t the university regulate the border of social media and internet presence at  the line between personal/private lives and professional lives?
  • How can the university help to promote/facilitate the use of the internet/social media to increase the academic freedom of its professoriate and simultaneously lower the technological hurdles as well as the generational hurdles faced by the academy? (I suspect that few on the task force have personal blogs or twitter accounts, much less professional blogs hosted by the university beyond their simple “business card” information pages through their respective departments.)
  • How should the university handle issues like the Matthew Green/APL case so that comments via social media don’t gain steam and blow up in the media before the university has a chance to handle them internally? (As I recall, there were about two news cycles of JHU saying “no comment” and resulting bad press which reached the level of national attention prior to a resolution.)
  • How can the university help to diffuse the issues which led up to the Green/APL incident before they happen?
  • What type of press policy can the university create to facilitate/further academic freedom? (Here’s a bad example from professor Jonathan Katz/Washington University with some interesting commentary.)

I hope that the task force is able to spend some time with Dr. Green discussing his case and how it was handled.

Personal Reputation on the Internet in a Connected Age

I also suggest that the students on the task force take a peek into the case file of JHU’s Justin Park from 2007, which has become a textbook-case for expression on the internet/in social media and its consequences (while keeping in mind that it was a social/cultural issue which was the root cause of the incident rather than malice or base racism – this aspect of the case wasn’t/isn’t highlighted in extant internet reportage – Susan Boswell [Long-time Dean of Sudent Life] and Student Activities head Robert Turner can shed more light on the situation). Consider what would the university have done if Justin Park had been a professor instead of a student? What role did communication technology and the internet play in how these situations played out now compared to how they would have been handled when Dr. Grossman was a first year professor just starting out? [Editor’s note: Dr. Grossman is an incredible thought leader, but most of his life and academic work occurred prior to the internet age. Though unconfirmed, I suspect that his internet experience or even experience with email is exceedingly limited.]

Academic Samizdat

In a related issue on academic freedom and internet, I also hope you’re addressing or at least touching on the topic of academic samizdat, so that the university can put forward a clear (and thought-leading) policy on where we stand there as well.  I could certainly make a case that the university come out strongly in favor of professors maintaining the ability to more easily self-publish without detriment to their subsequent publication chances in major journals (and resultant potential detriment to the arc of their careers), but the political ramifications in this changing landscape are certainly subtle given that the university deals with both major sides as the employer of the faculty while simultaneously being one of the major customers of the institutionalized research publishing industry.  As I currently view the situation, self-publishing and the internet will likely win the day over the major publishers which puts the university in the position of pressing the issue in a positive light to its own ends and that of increasing knowledge for the world. I’m sure Dean Winston Tabb [Dean of the Sheridan Libraries at Johns Hopkins] and his excellent staff could provide the task force with some useful insight on this topic. Simultaneously, how can the increased areas of academic expression/publication (for example the rapidly growing but still relatively obscure area known as the “Digital Humanities”) be institutionalized such that publication in what have previously been non-traditional areas be included more formally in promotion decisions? If professors can be incentivized to use some of their academic freedom and expanded opportunities to both their and the university’s benefit, then certainly everyone wins. Shouldn’t academic freedom also include the freedom of where/when to publish without detriment to one’s future career – particularly in an increasingly more rapidly shifting landscape of publication choices and outlets?

The Modern Research University is a Content Aggregator and Distributor (and Should Be Thought of as Such)

Taking the topic even further several steps further, given the value of the professoriate and their intellectual creations and content, couldn’t/shouldn’t the university create a customized platform to assist their employees in disseminating and promoting their own work? As an example, consider the volume of work (approximate 16,000-20,000 journal articles/year, as well as thousands of articles written for newspapers (NY Times, Wall Street Journal, etc.), magazines, and other outlets – academic or otherwise) being generated every year by those within the university.  In a time of decreasing cost of content distribution, universities no longer need to rely on major journals, magazines, television stations, cable/satellite television, et al. to distribute their “product”.  To put things in perspective, I can build the infrastructure to start a 24/7 streaming video service equivalent to both a television station and a major newspaper in my garage for the capital cost about $10,000.)  Why not bring it all in-house with the benefit of academic flexibility as an added draw to better support the university and its mission?  (Naturally, this could all be cross-promoted to other outlets after-the-fact for additional publicity.)  At a time when MOOC’s (massively open online courseware) are eroding some of the educational mission within higher education and journals are facing increased financial pressures, perhaps there should be a new model of the university as a massive content/information creation engine and distributor for the betterment of humanity? And isn’t that what Johns Hopkins already is at heart? We’re already one of the largest knowledge creators on the planet, why are we not also simultaneously one of the largest knowledge disseminators – particularly at a time when it is inexpensive to do so, and becoming cheaper by the day?

[Email closing formalities removed]

 

Expanded Thoughts on Proactive Academic Freedom

Reframing What Academic Freedom Means in the Digital Age

[Second email opening removed]

Upon continued thought and reading on the topic of academic freedom as well as the associated areas of technology, I might presuppose (as most probably do) that the committee will be looking more directly at the concept of preventing the university from impeding the freedom of its faculty and what happens in those situations where action ought to be taken for the benefit of the wider community (censure, probation, warnings, etc.).  If it hasn’t been brought up as a point yet, I think one of the most positive things the university could do to improve not only academic freedom, but the university’s position in relation to its competitive peers, is to look at the opposite side of the proverbial coin and actually find a way for the university to PROACTIVELY help promote the voices of its faculty and assist them in broadening their reach.

I touched upon the concept tangentially in my first email (see above), but thought it deserved some additional emphasis, examples to consider, and some possible recommendations. Over the coming decades, the aging professoriate will slowly retire to be replaced with younger faculty who grew up completely within the internet age and who are far more savvy about it as well as the concepts of Web 2.0, the social web and social media. More will be literate in how to shoot and edit short videos and how to post them online to garner attention, readership, and acceptance for their ideas and viewpoints.

The recent PBS Frontline documentary “Generation Like” features a handful of pre-teens and teens who are internet sensations and garnering hundreds of thousands to millions of views of their content online.  But imagine for a minute: a savvy professoriate that could do something similar with their academic thought and engaging hundreds, thousands, or millions on behalf of Johns Hopkins?  Or consider the agency being portrayed in the documentary [about 30 minutes into the documentary] that helps these internet sensations and what would happen if that type of functionality was taken on by the Provost’s office?

I could presuppose that with a cross-collaboration of the Provost’s office, the Sheridan Libraries, the Film & Media Studies Department, the Digital Media Center, and the Communications Office as an institution we should be able to help better train faculty who are not already using these tools to improve their web presences and reach.

What “Reach” Do Academics Really Have?

I’ve always been struck by my conversations with many professors about the reach of their academic work. I can cite the particular experience of Dr. P.M. Forni, in the Department of Romance Languages at Krieger, when he told me that he’s written dozens of academic papers and journal articles, most of which have “at most a [collective] readership of at most 11 people on the planet” – primarily because academic specialties have become so niche. He was completely dumbfounded on the expanded reach he had in not only writing a main-stream book on the topic of civility, which was heavily influenced by his academic research and background, but in the even more drastically expanded reach provided to him by appearing on the Oprah Winfrey show shortly after its release. Certainly his experience is not a common one, but there is a vast area in between that is being lost, not only by individual professors, but by the university by extension.  Since you’re likely aware of the general numbers of people reading academic papers, I won’t bore you, but for the benefit of those on the committee I’ll quote a recent article from Pacific Standard Magazine and provide an additional reference from Physics World, 2007:

A study at Indiana University found that ‘as many as 50% of papers are never read by anyone other than their authors, referees and journal editors.’ That same study concluded that ‘some 90% of papers that have been published in academic journals are never cited.’ That is, nine out of 10 academic papers—which both often take years to research, compile, submit, and get published, and are a major component by which a scholar’s output is measured—contribute little to the academic conversation.

Some Examples of Increased Reach in the Academy

To provide some examples and simple statistics on where something like this might go, allow me to present the following brief references:

As a first example, written by an academic about academia, I suggest you take a look at  a recent blog post “Why academics should blog and an update on readership” by Artem Kaznatcheev, a researcher in computer science and psychology at McGill University, posting on a shared blog named “Theory, Evolution, and Games Group”. He provides a clear and interesting motivation in the first major portion of his essay, and then unwittingly (for my example), he shows some basic statistics indicating a general minimum readership of 2,000 people which occasionally goes as high as 8,000.  (Knowing how his platform operates and provides base-line statistics that he’s using, it’s likely that his readership is actually possibly higher.) If one skims through the blog, it’s obvious that he’s not providing infotainment type of material like one would find on TMZ, Buzzfeed, or major media outlets, but genuine academic thought – AND MANAGING TO REACH A SIZEABLE AUDIENCE! I would posit that even better, that his blog enriching not only himself and his fellow academy colleagues, but a reasonable number of people outside of the academy and therefore the world.

Another example of an even more technical academic blog can be found in that of Dr. Terrence Tao, a Fields Medal winner (the mathematical equivalent of the Nobel prize), and mathematics professor at UCLA. You’ll note that it’s far more technical and rigorous than Dr. Kaznatcheev’s, and though I don’t have direct statistics to back it up, I can posit based on the number of comments his blog has that his active readership is even much higher. Dr. Tao uses his blog to not only expound upon his own work, but uses it to post content for classes, to post portions of a book in process, and to promote the general mathematics research community. (I note that the post he made on 3/19, already within a day has 11 comments by people who’ve read it close enough to suggest typography changes as well as sparked some actual conversation on a topic that requires an education to at least the level of a master’s degree in mathematics.

Business Insider recently featured a list of 50 scientists to follow on social media (Twitter, Facebook, Tumblr, YouTube, and blogs amongst others). While there are a handful of celebrities and science journalists, many of those featured are professors or academics of one sort or another and quite a few of them are Ph.D. candidates (the beginning of the upcoming generation of tech-savvy future faculty I mentioned). Why aren’t there any JHU professors amongst those on this list?

As another clear example, consider the recent online video produced by NPR’s “Science Friday” show featuring research about Water flowing uphill via the Leidenfrost Effect. It is not only generally interesting research work, but this particular research is not only a great advertisement for the University of Bath, it’s a great teaching tool for students, and it features the research itself as well as the involvement of undergraduates in the research. Though I’ll admit that producing these types of vignettes is not necessarily simple, imagine the potential effect on the awareness of the university’s output if we could do this with even 10% of the academic research paper output? Imagine these types of videos as inspiring tools to assist in gaining research funding from government agencies or as fundraising tools for Alumni and Development relations? And how much better that they could be easily shared and spread organically on the web, not necessarily by the JHU Corporate Umbrella, but by its faculty, students, alumni, and friends.

How Does the Academy Begin Accomplishing All of This?

To begin, I’ll mention that Keswick’s new video lab or the Digital Media Center at Homewood and a few others like them are a great start, but they are just the tip of the iceberg (and somewhat unfortunate that faculty from any division will have to travel to use the Keswick facility, if they’re even notionally aware of it and its capabilities).

I recall Mary Spiro, a communications specialist/writer with the Institute of NanoBioTechnology, doing a test-pilot Intersession program in January about 4 years ago in which she helped teach a small group of researchers how to shoot and edit their own films about their research or even tours through their lab. Something like this program could be improved, amplified, and rolled out on a much larger basis. It could also be integrated or dovetailed, in part, with the Digital Media Center and the Film and Media Studies program at Krieger to assist researchers in their work.

The Sheridan Libraries provide teaching/training on using academic tools like bibliographic programs Mendeley.com, RefWorks, Zotero, but they could extend them to social media, blogging, or tools like FigShare, GitHub, and others.

Individual departments or divisions could adopt and easily maintain free content management platforms like WordPress and Drupal (I might even specifically look at their pre-configured product for academia known as OpenScholar, for example take a look at Harvard’s version.) This would make it much easier for even non-technicalminded faculty to more easily come up to speed by removing the initial trouble of starting a blog. It also has the side benefit of allowing the university to assist in ongoing maintenance, backup, data maintenance, hosting, as well as look/feel, branding as well as web optimization. (As a simple example, and not meant to embarrass them, but despite the fact that the JHU Math Department may have been one of the first departments in the university to be on the web, it’s a travesty that their website looks almost exactly as it did 20 years ago, and has less content on it than Terrence Tao’s personal blog which he maintains as a one man operation. I’m sure that some of the issue is political in the way the web has grown up over time at Hopkins, but the lion’s share is technology and management based.)

The Provost’s office in conjunction with IT and the Sheridan Libraries could invest some time and energy in to compiling resources and vetting them for ease-of-use, best practices, and use cases and then providing summaries of these tools to the faculty so that each faculty member need not re-invent the wheel each time, but to get up and running more quickly.  This type of resource needs to be better advertised and made idiot-proof (for lack of better terminology) to ease faculty access and adoption. Online resources like the Chronicle of Education’s ProfHacker blog can be mined for interesting tools and use cases, for example.

I know portions of these types of initiatives are already brewing in small individual pockets around the university, but they need to be brought together and better empowered as a group instead of as individuals working separately in a vacuum.  In interacting with people across the institution, this technology area seems to be one of those that has been left behind in the “One Hopkins” initiative.  One of the largest hurdles is the teaching old dogs new tricks to put it colloquially, but the hurdles for understanding and comprehending these new digital tools is coming down drastically by the day. As part of the social contract in the university’s granting and promoting academic freedom, the faculty should be better encouraged (thought certainly not forced) to exercise it.  I’m sure there are mandatory annual seminars on topics like sexual harassment, should there not be mandatory technology trainings as well?

To briefly recap, it would be phenomenal to see the committee make not only their base recommendations on what most consider academic freedom, but to further make a group of strong recommendations about the University proactively teaching, training, and providing a broader array of tools to encourage the active expression of the academic freedom that is provided within Hopkins’ [or even all of the Academy’s] mighty walls.

[Email closing removed]

I certainly welcome any thoughts or comments others may have on these topics. Please feel free to add them in the comments below.

 

Syndicated copies to:

Author: Chris Aldrich

I'm a biomedical and electrical engineer with interests in information theory, complexity, evolution, genetics, signal processing, theoretical mathematics, and big history. I'm also a talent manager-producer-publisher in the entertainment industry with expertise in representation, distribution, finance, production, content delivery, and new media.

17 thoughts on “Reframing What Academic Freedom Means in the Digital Age”

  1. Task Force on Academic Freedom

    Last year, we convened a task force of faculty and students from across the university to develop a statement of principles on academic freedom.

    In our mandate to the task force, we observed that Johns Hopkins’ commitment to academic freedom dates back to our founding, and that freedom of inquiry and expression is essential to the trailblazing education, research, and service that are the signatures of our university. And yet it was striking that, unlike so many of our peers, we did not have a formal university statement on academic freedom, one that would give expression to our core values in this area and serve as a touchstone for our community in considering the often-challenging questions that academic freedom can raise.

    A statement of this sort would not seek to resolve in advance every dispute that might arise or offer an exhaustive analysis of the history of academic freedom. Rather, we anticipated that the task force would offer a forward-looking articulation of values to guide the university in decades to come. We asked the task force to consult widely, consider the issue broadly, and look to the approaches of our peers, and then ultimately to provide to us its recommendation for a statement of principles.

    Over the past year, the task force reviewed extensive background materials on the topic of academic freedom; received the views of faculty, staff, students, and alumni from every corner of the university; and met many times to deliberate the appropriate bounds of these principles.

    The task force has now completed its work, and it has submitted its recommended statement.

    Before sending the statement to the board of trustees for approval, we would like to invite all of you to provide your thoughts. You can find the recommendation of the task force to the right. We invite you to provide feedback on this page, or submit your comments to academicfreedom@jhu.edu. We ask that you offer any comments by Friday, May 8, 2015.

    We would be remiss if we did not take a moment to express our gratitude to the members of the task force, listed below, for their service to the university. We especially thank Professor of Political Science Emeritus and Academy Professor Joel Grossman, who chaired the task force and steered its work on an issue of such central importance to all that we do.

    We look forward to hearing your thoughts.

    Warmly,

    Ronald J. Daniels
    President

    Robert C. Lieberman
    Provost and Senior Vice President for Academic Affairs

    Membership:
    Joel Grossman, Professor of Political Science Emeritus and Academy Professor (Chair)
    Hilary Bok, Krieger School of Arts and Sciences
    Joseph Carrese, School of Medicine
    Robert Dalrymple, Whiting School of Engineering
    Chuck Doran, Nitze School of Advanced International Studies
    Cheryl Holcomb-McCoy, School of Education
    Richard Giarusso, Peabody Institute
    Len Rubenstein, Bloomberg School of Public Health
    Cynda Rushton, School of Nursing
    Lindsay J. Thompson, Carey Business School
    Emily Zackin, Krieger School of Arts and Sciences
    Kevin Fain, Bloomberg School of Public Health (student)
    Kaushik Rao, Krieger School of Arts and Sciences (student)
    Jennifer Ronald, School of Nursing (student)
    Lauren Judy, Krieger School of Arts and Science (student)

    Resources

    Download the Recommendation of the Task Force http://web.jhu.edu/administration/provost/docs/Task-Force-Recommended-Statement.pdf
    Download the Mandate of the Task Force http://web.jhu.edu/administration/provost/docs/MandateforTaskForceonAcademicFreedom.pdf

    1. Response to JHU’s academic freedom statement created by the Task Force on Academic Freedom:

      Paragraph 5 of the statement beginning: “Academic freedom also entails academic responsibility.” repeats itself unnecessarily in almost exact language with the following two sentences which should be combined into one:

      “Faculty who express their personal views on controversial subjects in the classroom must make it clear that students may disagree with those views.”
      is followed by an intervening sentence, and then essentially repeated in the final sentence of the paragraph:
      “Professors who express their personal views on a contested issue must make it clear that students may disagree with those views without penalty.”

      Also from a grammatical standpoint, while the issue at hand is academic freedom, which we can all agree is important, it is not so important that a major research university should capitalize it unnecessarily in a document like this. Except in the cases where it starts a sentence (and then only the ‘A’ in academic freedom should be capitalized), or perhaps in the main title which appears in all caps, academic freedom should not be capitalized anywhere in the document.

      From a semantic and administrative standpoint, while it’s lovely that we have such a statement, it really doesn’t do much to actually institute any actual mechanisms to prevent administrators or professors from abusing the academic freedoms of others in the community. The general concepts stated here are, to a great extent, already living within our community; the real step would have been in going further spelling out something further. Where are the broad guidelines for actually instituting and safeguarding these freedoms? In essence, we’ve written a lovely preamble to a constitution, but forgotten to include the actual articles.

  2. Along with @JHAA_President I hope all @JHU_Alumni comment on this statement of academic freedom. #JHU http://list.alumni.jhu.edu/read/archive?id=2121492&mid=25550973&e=chrisaldrich%40jhu%2eedu&x=3963e34b
    For bonus points, can you find the repeated sentence and the glaring repeated error I saw? http://web.jhu.edu/administration/provost/initiatives/academicfreedom/
    Some of my thoughts on academic freedom can be found here: http://boffosocko.com/2014/04/22/reframing-what-academic-freedom-means-in-the-ditigal-age/

  3. Johns Hopkins adopts statement on academic freedom principles, philosophy
    Hub staff report / September 11

    A new statement that articulates Johns Hopkins University’s philosophy and principles on academic freedom has been adopted by the university’s board of trustees, JHU President Ronald J. Daniels and Provost Robert C. Lieberman announced today in an email to the university community.

    The statement was developed over many months by the 14-member Task Force on Academic Freedom, a select group of faculty members and students. That group—led by Joel Grossman, a professor emeritus in the Department of Political Science, a member of the Academy at Johns Hopkins, and an expert in American politics and constitutional law—reviewed background materials on the topic of academic freedom; gathered feedback from faculty, staff, students, and alumni from every corner of the university; and met to deliberate the appropriate bounds of these principles.

    The task force submitted a recommended statement in April. Daniels and Lieberman then sent the recommended statement to the university community for reactions and comments, and the final version announced today reflects many of the comments they received.

    “We have wrestled with difficult issues relating to academic freedom in the past and will undoubtedly continue to do so in the future,” Daniels and Lieberman wrote in today’s message. “Still, we believe that an explicit endorsement and adoption of these principles represents an important milestone for Johns Hopkins. As America’s first research university, we are situated at the intersection of intellectual exploration, academic debate, and groundbreaking discoveries in the sciences, the humanities, the professional disciplines, and the arts. In all these endeavors, academic freedom serves as our lodestar.”

    The full text of today’s email announcement is as follows:

    Dear Faculty, Students, and Staff:

    Academic freedom fuels Johns Hopkins’ greatest discoveries and emboldens our most illuminating debates. And yet, until now, our university has never had an official statement of principles elucidating the essential role that academic freedom plays in our community.

    Today, we are excited to announce that the university’s board of trustees has adopted a Statement of Principles on Academic Freedom that will stand as Johns Hopkins’ public recognition of the singular importance of academic freedom to our mission and our work. We welcome you to read the final statement.

    The statement was developed through an extensive consultative process that unfolded over the past many months. We convened a task force of faculty and students representing a broad cross section of our community and charged it with drafting an articulation of principles to guide the university in the decades to come.

    The task force, chaired by Professor of Political Science Emeritus and Academy Professor Joel Grossman, met at length, solicited and received input from across the community, and submitted to us their recommended statement. This spring, we circulated that draft to the university community and asked for your thoughts. We received more than a hundred comments, and the provost visited faculty advisory boards in each of our schools to discuss the draft and receive further feedback. We made additional changes to the draft in response to many of these comments, resulting in the final statement that is being distributed today.

    We have wrestled with difficult issues relating to academic freedom in the past and will undoubtedly continue to do so in the future. Still, we believe that an explicit endorsement and adoption of these principles represents an important milestone for Johns Hopkins. As America’s first research university, we are situated at the intersection of intellectual exploration, academic debate, and groundbreaking discoveries in the sciences, the humanities, the professional disciplines, and the arts.

    In all these endeavors, academic freedom serves as our lodestar. We thank Professor Grossman, the task force, and the entire community for their contributions to the university and their role in nurturing this foundational value.

    Sincerely,

    Ronald J. Daniels
    President

    Robert C. Lieberman
    Provost and Senior Vice President for Academic Affairs

    Attachment: Statement of Principles on Academic Freedom

    1. This Article was mentioned on stream.boffosocko.com:

      I’ve followed this process from before it’s administrative beginning. It’s nice to see that we’ve got a philosophy for what academic freedom is, though I honesty fail to see how it differs from a basic definition of what academic freedom means in the last century, so congratulations to the dozens of people who spent countless hours rewriting a basic definition. We’ve done the academic equivalent of writing the words, “We hold these truths to be self-evident” while failing to create any actual rules or guidelines by which the administration can hold the faculty, staff, or students accountable or which actually serve to protect the faculty, staff, or students from overstepping of authority by the university.

      Where is the following “Constitution”? Where is the process for “Amendments”? Is the University actually granting any real rights here, and how are they to actually be protected? Surely we’ve evolved past the level of even the rights available during the Carolingian Renaissance and the early days of the birth of the universitas?

      In particular, I find it disconcerting to see even the scant guidelines that existed in the intermediate draft that was sent for approval before it got to the board level have been removed. For example, statements like:

      • “When one is speaking on matters of public interest, it should be made clear that personal views do not represent those of the institution.”
      • or

      • “Professors who express their personal views on a contested issue must make it clear that students may disagree with those views without penalty.”

      no longer appear in the statement at all.

      It’s lovely that we have this new “document”, but when the rubber actually meets the road, what will we do? Will we trip, stumble, and fall down as we have occasionally in the past? Where are those general guidelines? No one will care what we’ve said in this document, but they will surely judge us more harshly in the realm of public opinion based on the future actions of the administration and this is where the real work will have to begin.

      Ron Daniels has been doing some generally good things in guiding the direction of the university community, but it seems odd that, as one of the first presidents of the institution with an academic background in law and what I know to be his philosophy in social equity, that we’ve heard nothing of next steps. I hope that with books entitled “Rule of Law Reform and Development: Charting the Fragile Path of Progress” and “Responsibility and Responsiveness,” that we will see much more.

Please leave your comments, thoughts, or a simple reply.