Oct 1, 2016

academic structure and safe spaces

Lots to think about in this piece by Henry Farrell over at Crooked Timber:

“There’s something basically right with the idea that universities (in the social sciences and humanities) should be in the business of making their students uncomfortable with their preconceptions, obliging them to examine their own and others’ ideas forcefully, and getting them to acknowledge a la Max Weber that there are awkward facts for every political position. But there’s also something fundamentally wrong with the claim that the ideal of academic freedom and the idea of the safe space are opposed to each other.”

and then:

“[Q]uestions of preserving academic freedom and academic diversity are more complicated than the University of Chicago’s rather self-congratulatory letter to incoming students would suggest. [Susanne] Lohmann’s fundamental point […] is that successful universities – surely including the University of Chicago – are congeries of safe spaces that factions of scholars have carved out to protect themselves from their intellectual enemies. More concretely – the University of Chicago has both a very well recognized economics department and a very well recognized sociology department. There is furthermore some overlap in the topics that they study. Yet the professors in these two departments protect themselves from each other – they do not, for example, vote on each other’s tenure decisions. They furthermore have quite different notions (though again, perhaps with some overlap) of what constitutes legitimate and appropriate research. In real life, academics only are able to exercise academic freedom because they have safe spaces that they can be free in.”

In fact, Farrell quotes Lohmann on how universities perpetuate a far too safe culture:

“There is a dark side to the history of the university. It is largely a history of ossification punctuated by bursts of intellectual vibrancy and structural innovation. In the large sweep of history, change occurs not because existing scholars, departments, and institutions move with the times, but through replacement. New ideas and methods are developed by new generations of scholars working in newly founded disciplines. New structures that support new forms of inquiry and learning emerge in newly founded universities.

Existing institutions do change—some of them, some of the time. When institutional change occurs, it is typically in response to the political or economic threat posed by entrants. Departments have a harder time reinventing themselves, and when they do, it is because of generational turnover, for individual scholars tend not to change at all.”