The concept of Academic Freedom

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Academic freedom is significantly important to ensure that university has enough power in accomplishing its practical functions. Karran (2009) reveals that “the freedom to study, learn, teach and express ideas is the defining characteristic of the concept of academic freedom for teachers and students” (p. 17). Undeniably, the concept of academic freedom becomes vital and valuable all over the world. For instance, in a well-known document “1988 Magna Charta Universitatum” signed in Bologna is clearly indicated that “freedom in research and training is the fundamental principle of university life…” (p. 2). From this, we see that to ensure the quality, the validity of research and to achieve incredible results in education we need freedom which will allow professors to direct students depend on their real interests and encourage students to use their full potentials. Therefore, I will define the meaning of academic freedom and provide its historical development.

First and foremost, what is academic freedom? Do we completely understand it? The word “freedom” is a multifaceted term, it can be applied to the rights of the people, such as freedom of choice, freedom of speech, freedom of actions, etc. It is also applicable to the feeling of people, who accomplished a long-term task and has done it. But, in education, the freedom has another shade of meaning…

Even the universities functions a considerable amount of time and there is a “universiality of their structures, practices and personnel” it is still difficult to define it as a concept. However, to clarify and define it, the German concept of “Lehrfreiheit and Lernfreiheit” can be used. According to Karran (2009), these definitions can serve as “a template” for current universities (p. 19). Lehrfreiheit means “the university professor is free to examine bodies of evidence and to report his findings in lecture or published form – that he enjoys freedom of teaching and freedom of enquiry” (Metzger, 1987 as cited in Karran, 2009, p. 19). The attractive thing here is academic freedom in that time was perceived as something enjoyable and essential condition in academia. Lernfreiheit is defined as “students have perfect freedom to migrate from one university to another; and in each university they have free choice among teachers of the same subjects” (Helmholtz, 1877, as cited in Karran, 2009, p. 19). Hence, we see that academic freedom consists of two sides of educational process: teaching and learning. But, there was another point or aspect such as today’s issues of “autonomous status” of institutions. This means self-governance of universities.

Historically, the concept of academic freedom was developed in High Middle Ages in Europe (Karran, 2009; Dobbins, 2011). Dobbins (2011) points out that “universities were distinguishable by the principles granted to them known as “liberties and immunities” enabling research to be conducted freely and independently” (p. 15). Moreover, there were dates of great actions and changes in that time that pushed institutions to have the right to enjoy academic freedom. For instance, one of such actions was migration of students and staff from Paris to Oxford in 1229 which caused the liberty and freedom (Karran, 2009).

To sum up, we see that the concept of academic freedom was developed at High Middle Ages and was based on the German concept of  "Lehrfreiheit and Lernfreiheit”. Also, even it is not a new concept it has a valuable meaning for today's universities in ensuring the universities' power. 

References:

Dobbins, M. (2011). Historical Developments and Current    

           Challenges. Higher Education Policies in Central and

           Eastern Europe. Convergence towards a Common Model? 

           Transformations of  the State series.  (pp.13-29). Great 

           Britain: Palgrave Macmillan

Karran, T. (2009). Academic Freedom: Essential Liberty or 

          Extravagant Luxury? In L. Bell, M. Neary, & 

          H. Stevenson (Eds.) The Future of Higher Education. Policy, 

          Pedagogy and the Student Experience (pp. 17-29). London: 

          Continuum.

Magna Charta Universitatum (1988). Retrieved from

          http://www.magna-  charta.org/resources/files/the-magna-

          charta/english