student freedom is important or not give answer in 200 words
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student freedom is very important because Student movements offer countless opportunities for students -- as well as their teachers -- to learn, writes Henry ReichmanThe concept of academic freedom for faculty has been more or less clearly defined over the years. Its three components -- freedom in the classroom, freedom in research and publication, and freedom of expression as a citizen -- are widely acknowledged. They have been clearly articulated in both the Association of University Professors 1915 Declaration on Academic Freedom and Academic Tenure and the 1940 Joint Statement on Academic Freedom and Tenure (co-authored with the Association of American Colleges).
Recent events at the University of Missouri, Yale University and elsewhere, however, raise anew the question of student academic freedom. The 1915 Declaration recognized that “academic freedom has traditionally had two applications: to the freedom of the teacher and to that of the student, Lehrfreiheit [to teach] and Lernfreiheit [to learn].” According to Ralph Fuchs, a former general secretary of the AAUP, “Student freedom is a traditional accompaniment to faculty freedom as an element of academic freedom in the larger sense.”But what, concretely, does student academic freedom entail? May students, like faculty, claim some version of academic freedom beyond their own legal rights under the First Amendment? And, if so, what kind of academic freedom is most appropriate for students?
The question was addressed nearly 50 years ago in the wake of the civil rights movement in the South, the Free Speech Movement at the University of California at Berkeley and burgeoning student movement against the Vietnam War. The AAUP and several other associations drafted the 1967 Joint Statement on Rights and Freedoms of Students. The proclaimed aim of that Joint Statement -- a kind of Magna Carta for student rights -- was “to enumerate the essential provisions for student freedom to learn.”
It's worth looking back at that seminal document in light of contemporary concerns
The joint statement protects not only the free expression rights of students generally but also speaks specifically to student academic freedom in the classroom. It requires “the professor … [to] encourage free discussion, inquiry and expression, [and to evaluate students] solely on an academic basis, not on opinions or conduct in matters unrelated to academic standards.”
Recent events at the University of Missouri, Yale University and elsewhere, however, raise anew the question of student academic freedom. The 1915 Declaration recognized that “academic freedom has traditionally had two applications: to the freedom of the teacher and to that of the student, Lehrfreiheit [to teach] and Lernfreiheit [to learn].” According to Ralph Fuchs, a former general secretary of the AAUP, “Student freedom is a traditional accompaniment to faculty freedom as an element of academic freedom in the larger sense.”But what, concretely, does student academic freedom entail? May students, like faculty, claim some version of academic freedom beyond their own legal rights under the First Amendment? And, if so, what kind of academic freedom is most appropriate for students?
The question was addressed nearly 50 years ago in the wake of the civil rights movement in the South, the Free Speech Movement at the University of California at Berkeley and burgeoning student movement against the Vietnam War. The AAUP and several other associations drafted the 1967 Joint Statement on Rights and Freedoms of Students. The proclaimed aim of that Joint Statement -- a kind of Magna Carta for student rights -- was “to enumerate the essential provisions for student freedom to learn.”
It's worth looking back at that seminal document in light of contemporary concerns
The joint statement protects not only the free expression rights of students generally but also speaks specifically to student academic freedom in the classroom. It requires “the professor … [to] encourage free discussion, inquiry and expression, [and to evaluate students] solely on an academic basis, not on opinions or conduct in matters unrelated to academic standards.”
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