Making Sense of Academic Freedom in Russia
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The Impact of Academic Freedom Policies on Critical Thinking Instruction
The Impact of Academic Freedom Policies on Critical Thinking Instruction Shirley Fessel, MA, MEd Instructor of English Park University Critical thinking enjoys almost universal support, except when applied to controversial topics. Yet it is these topics that are often the most effective initiators of critical thinking exercises that improve students’ rational approaches to challenging problems. The use of controversial issues to promote critical thinking requires an institutional commitment to academic freedom in order to survive. In some institutional contexts, the most crucial need for critical thinking is the very condition under which it is least likely to be applied. Instead, avoidance of controversy seems to be the predominant policy of institutions fearful of expensive lawsuits or damaging public relations. Several trends are decreasing the likelihood that critical thinking is applied in the classroom to challenging topics: demands for increased accountability from legislatures; scrutiny of adopted content standards; oversight of Internet and other intellectual work of professors affiliated with the universities; student challenges to faculty instruction; and attempts to curtail ideological diversity. This paper describes these current dynamics which erode academic freedom and thus the ability to apply critical thinking to controversial topics. The paper also recommends that institutions and faculty adopt clearly delineated policies related to academic freedom in order to ensure faculty freedom to promote critical thinking. Awareness of how these trends impact the instructional climate enables teachers to design instruction and be more proactive in guaranteeing that critical thinking about controversial topics is able to flourish under academic freedom. Critical thinking is defined as making judgments about the truthfulness and worth of the statement. -
Congressional Program
Supported by RFBR grant №19-015-20046/19 PROGRAMME 4TH NATIONAL CONGRESS ONREGENERATIVE MEDICINE 3 Dear colleagues! On behalf of the Russian Ministry of Health and on my own behalf, I cordially greet the participants and guests of the IV National Congress on Regenerative Medicine. In the public health in Russia great attention is paid to the development of new trends in medicine, using the most advanced achievements of medical science to develop safe and effective approaches to the treatment of serious human diseases. Significant expectations are associated with the progress of regenerative medicine, which allows achieving fundamentally new therapeutic results, specifically the complete restoration of the structure and function of tissues and organs after damage and even the recreation of lost organs or tissues using tissue engineering approaches. The Congress is held within the verge of Lomonosov Moscow State University, whose scholarly traditions formed a reliable foundation for leadership in the field of regenerative medicine. Fundamental and interdisciplinary research by MSU scientists become a basis for many solutions in the field of regenerative medicine, and the educational traditions of the classical university provide this area with high-level specialists. Prominent Russian and foreign scientists and physicians are traditionally taking part in the Congress, and an extensive scientific program will allow them to discuss the most challenging issues of regenerative medicine. The participants of the Congress are faced with a number of critical tasks relating to current achievements, unsolved problems and perspectives for the development of regenerative medicine. Holding a scientific event of such a level opens up new opportunities for the interaction of specialists in the field of regenerative medicine, will facilitate the establishment and maintenance of valuable scientific network and stimulate the implementation of the achievements of this new field of medicine into clinical practice. -
Academics No Longer Think: How the Neoliberalization Of
ACADEMICS NO LONGER THINK: HOW THE NEOLIBERALIZATION OF ACADEMIA LEADS TO THOUGHTLESSNESS by JUSTIN MICAH PACK A DISSERTATION Presented to the Department of Philosophy and the Graduate School of the University of Oregon in partial fulfillment of the requirements for the degree of Doctor of Philosophy December 2015 DISSERTATION APPROVAL PAGE Student: Justin Micah Pack Title: Academics No Longer Think: How the Neoliberalization of Academia Leads to Thoughtlessness This dissertation has been accepted and approved in partial fulfillment of the requirements for the Doctor of Philosophy degree in the Department of Philosophy by: Bonnie Mann Chairperson Alejandro Vallega Core Member Rocío Zambrana Core Member Jerry Roziek Institutional Representative and Scott L. Pratt Dean of the Graduate School Original approval signatures are on file with the University of Oregon Graduate School. Degree awarded December 2015 ii © 2015 Justin Micah Pack iii DISSERTATION ABSTRACT Justin Micah Pack Doctor of Philosophy Department of Philosophy December 2015 Title: Academics No Longer Think: How the Neoliberalization of Academia Leads to Thoughtlessness In my dissertation, I argue that the neoliberalization of higher education results in the university becoming less and less a place of wonder, self-cultivation and thinking and instead more and more a place to specialize, strategize and produce. This is a result of the volatile infusion and mixing of the logic of calculative rationality at work in consumer capitalism with the logic of scientific instrumental rationality already hegemonic in academia. This adds to the demands of the academic world of production the demands of the world of consumption. Now the academic (and also the student) is interpellated not only as a producer of knowledge but also as an object of consumption (to be consumed by others). -
The Freedom of Academic Freedom: a Legal Dilemma
Chicago-Kent Law Review Volume 48 Issue 2 Article 4 October 1971 The Freedom of Academic Freedom: A Legal Dilemma Luis Kutner Follow this and additional works at: https://scholarship.kentlaw.iit.edu/cklawreview Part of the Law Commons Recommended Citation Luis Kutner, The Freedom of Academic Freedom: A Legal Dilemma, 48 Chi.-Kent L. Rev. 168 (1971). Available at: https://scholarship.kentlaw.iit.edu/cklawreview/vol48/iss2/4 This Article is brought to you for free and open access by Scholarly Commons @ IIT Chicago-Kent College of Law. It has been accepted for inclusion in Chicago-Kent Law Review by an authorized editor of Scholarly Commons @ IIT Chicago-Kent College of Law. For more information, please contact [email protected], [email protected]. THE FREEDOM OF ACADEMIC FREEDOM: A LEGAL DILEMMA Luis KUTNER* Because modern man in his search for truth has turned away from kings, priests, commissars and bureaucrats, he is left, for better or worse, with professors. -Walter Lippman. Complete liberty of contradicting and disproving our opinion is the very condition which justifies us in assuming its truth for purposes of action.... -John Stuart Mill, On Liberty. I. INTRODUCTION IN THESE DAYS of crisis in higher education, part of the threat to aca- demic freedom-which includes the concepts of freedom of thought, inquiry, expression and orderly assembly-has come, unfortunately, from certain actions by professors, who have traditionally enjoyed the protection that academic freedom affords. While many of the professors who teach at American institutions of higher learning are indeed competent and dedicated scholars in their fields, a number of their colleagues have allied themselves with student demonstrators and like organized groups who seek to destroy the free and open atmosphere of the academic community. -
Academic Freedom: Disciplinary Lessons from Hogwarts
University of Colorado Law School Colorado Law Scholarly Commons Articles Colorado Law Faculty Scholarship 2006 Academic Freedom: Disciplinary Lessons from Hogwarts Emily M. Calhoun University of Colorado Law School Follow this and additional works at: https://scholar.law.colorado.edu/articles Part of the Constitutional Law Commons, Education Law Commons, First Amendment Commons, Legal Education Commons, and the Supreme Court of the United States Commons Citation Information Emily M. Calhoun, Academic Freedom: Disciplinary Lessons from Hogwarts, 77 U. COLO. L. REV. 843 (2006), available at https://scholar.law.colorado.edu/articles/352. Copyright Statement Copyright protected. Use of materials from this collection beyond the exceptions provided for in the Fair Use and Educational Use clauses of the U.S. Copyright Law may violate federal law. Permission to publish or reproduce is required. This Article is brought to you for free and open access by the Colorado Law Faculty Scholarship at Colorado Law Scholarly Commons. It has been accepted for inclusion in Articles by an authorized administrator of Colorado Law Scholarly Commons. For more information, please contact [email protected]. +(,121/,1( Citation: 77 U. Colo. L. Rev. 843 2006 Provided by: William A. Wise Law Library Content downloaded/printed from HeinOnline Tue Mar 28 13:35:22 2017 -- Your use of this HeinOnline PDF indicates your acceptance of HeinOnline's Terms and Conditions of the license agreement available at http://heinonline.org/HOL/License -- The search text of this PDF is generated from uncorrected OCR text. ACADEMIC FREEDOM: DISCIPLINARY LESSONS FROM HOGWARTS EMILY M. CALHOUN* INTRODUCTION What does the Hogwarts School of Witchcraft and Wizardryl-a very different place of learning from the one in which most of us work, to be sure-have to do with academic freedom? Superficial appearances notwithstanding, Hogwarts is like our universities in one critical respect relevant to academic freedom: it has its own rules and ethic for learning to "do" magic in the proper way. -
Kobzon: People Like This Do Not Retire
We have only fresh and savory news! October 2012 No. 10 (109) Don’t Miss it!: 16 October – Chef Day 31 October – Halloween More news and photos at www.tarasbulba.ru e [email protected] U v o k l Project manager – Yuriy Beloyvan r h a t [email protected] in i i w Hotline: 778 3430 an e c ad uisine – m IosIf Kobzon: People like this do not retire SPORTS FRATERNITY Steven Seagal showed a photo from Korchma to Vladimir Putin KORCHMA IN AMERICA Preparing to open a restaurant in New York Wi-Fi THE FIRST DISH available History and specifics of Ukrainian borsch all through KORCHMA 2 | IOSIF KOBZON: PEOPLE LIKE THIS DO NOT RETIRE Text: Anastasiya Solovey ON SEPTEMBER 11 IOSIF KOBZON TURNED 75. HE IS AN EPOCH-MAKING MAN: SEVERAL GENERATIONS OF SOVIET CITIZENS GREW UP ON HIS SONGS. KOZBON IS LOVED AND RESPECTED ALL OVER THE WORLD – HE IS HONORARY CITIZEN OF 29 CITIES OF RUSSIA, UKRAINE AND OTHER NIS COUNTRIES. IN HIS HOMETOWN OF CHASOV YAR IN DONBASS THERE IS A STREET NAMED AFTER HIM AND A MUSEUM, AND IN DONETSK THERE IS A MONUMENT ERECTED DURING HIS LIFETIME. KOBZON CAN JUSTLY BE CALLED A MORAL AUTHORITY – HE SUPPORTS ORPHANAGES AND PUBLIC FUNDS AND IS A DEPUTY OF THE STATE DUMA. WITH SUCH BROAD INTERESTS IT IS NOT SURPRISING THAT WAITING ROOM OF HIS OFFICE LOCATED IN ONE OF HOTELS OF MOSCOW WITH A GREAT VIEW ON THE MONUMENT OF MAYAKOVSKI IS ALWAYS CROWDED. IN SPITE OF ALL THIS KOBZON DOES NOT SHOW ANY SIGNS OF STARDOM WHICH OFTEN AFFECTS CONTEMPORARY YOUNG ARTISTS – HE IS WILLING TO TALK AND PAY ATTENTION TO EVERYONE. -
RSA14 Schedule Overview Marriott Rivercenter – San Antonio, TX May 22-26, 2014
RSA14 Schedule Overview Marriott Rivercenter – San Antonio, TX May 22-26, 2014 Thursday May 22 8:00-5:00 ARST Preconference 8:00-5:00 ASHR Symposium (Session 1) 8:00-5:00 RSA Career Retreat Friday May 23 8:00-11:00 RSA Board Meeting 8:00-11:00 ASHR Symposium (Session 2) 9:30-12:15 RSA Seminar in cooperation with ISHR (Session 1) (sponsored by Northwestern University) 9:30-10:45 Concurrent Session A 11:00-12:15 Concurrent Session B 12:45-2:00 Concurrent Session C 2:15-4:45 Undergraduate Research Workshops (sponsored by Brigham Young University) 2:15-3:30 Concurrent Session D 3:45-5:00 Concurrent Session E 5:15-6:30 Keynote Address (co-sponsored by University of Denver and Taylor & Francis) 6:30-8:30 Opening Reception (sponsored by Trinity University) Saturday May 24 8:00-9:15 Concurrent Session F 9:30-10:45 Concurrent Session G 11:00-2:00 Research Network (sponsored by Penn State University Press) 11:00-12:15 Concurrent Session H 12:45-2:00 Concurrent Session I 2:15-4:45 RSA Seminar in cooperation with ISHR (Session 2) (sponsored by Northwestern University) 2:15-3:30 Concurrent Session J 3:45-5:00 Concurrent Session K 5:15-6:30 In Conversation Panels 6:30-8:00 Reception (sponsored by University of Kentucky) Sunday May 25 8:00-9:15 Concurrent Session L 9:30-10:45 Concurrent Session M 11:00-12:15 Concurrent Session N 12:30-2:30 RSA Luncheon (sponsored by: The University of Texas, Austin - Department of Communication Studies & Moody College of Communication) 2:45-4:00 Concurrent Session O 4:15-6:15 RSA SuperSessions 6:30-8:30 RSA Graduate -
Internationalization of Higher Education in Russia: Collapse Or Perpetuation of the Soviet System? a Historical and Conceptual Study
Internationalization of Higher Education in Russia: Collapse or Perpetuation of the Soviet System? A Historical and Conceptual Study Author: Alexey Kuraev Persistent link: http://hdl.handle.net/2345/3799 This work is posted on eScholarship@BC, Boston College University Libraries. Boston College Electronic Thesis or Dissertation, 2014 Copyright is held by the author, with all rights reserved, unless otherwise noted. BOSTON COLLEGE Lynch School of Education Department of Educational Leadership and Higher Education Higher Education INTERNATIONALIZATION OF HIGHER EDUCATION IN RUSSIA: COLLAPSE OR PERPETUATION OF THE SOVIET SYSTEM? A HISTORICAL AND CONCEPTUAL STUDY Dissertation by ALEXEY KURAEV Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy May 2014 © Copyright by Alexey Kuraev 2014 Abstract Internationalization of Higher Education in Russia: Collapse or Perpetuation of the Soviet System? A Historical and Conceptual Study Alexey Kuraev - author Philip Altbach - dissertation director This study traces the policy and implementation of internationalization in the Russian higher education system from 1917 to the present. The analysis suggests that international academic policy has been applied by the Russian state continuously, though with radically differing emphasis and mechanisms, through the last hundred years. Chapter One presents the research questions, design and methodology of the study. Chapter Two reviews scholarly literature related to academic internationalization and situates this definition within the context of Russian higher education. Chapters 3-5 explore the role of international activities in Russian higher education during the seventy years of the Soviet era. Trends in Soviet academic international policy related to three major historical periods are discussed in this section: a) the initial Bolshevik program for global academic reform; b) Sovietization of higher education in the countries of Communist Bloc; and c) East-West international academic competition during the Cold War period. -
Exploring the Concepts of Academic Freedom and Institutional Autonomy
Exploring the Concepts of Academic Freedom and Institutional Autonomy - A case study of the Faculty of Political Science at the University of Suleimaniyah AORG 350 Masteroppgave Chro Borhan Institutt for administrasjon - og organisasjonsvitenskap Universitetet i Bergen Foreword I am finally graduating from the University of Bergen! Though I have learned much during my time as a Master’s student, I must admit that the writing of this thesis has not been an easy task. In the Autumn of 2008 I decided to take a break from my studies in order to become an intern within the field of human rights at a local NGO in Kurdistan. This was a difficult challenge, yet it gave me an insight into the problems NGO workers faces as they try to improve the situation. During the writing of this research I was often preoccupied with the concept of `academic freedom`, and whether the contents of my thesis could be offensive to particular groups. In order to mitigate against this it must be noted from the outset that I have sought only to produce a body of research, and not to criticise any groups or individual persons in Kurdistan. I am grateful to those workers who are trying to develop the country and I hope that one day I can also contribute. During the production of this thesis I have been reliant on the kind help of others. I would firstly like to thank the informants who voluntarily shared their experiences with me; without them this thesis would not be possible! Secondly I must thank Dr. -
1940 Statement of Principles on Academic Freedom and Tenure with 1970 Interpretive Comments
1940 Statement of Principles on Academic Freedom and Tenure with 1970 Interpretive Comments In 1915 the Committee on Academic Freedom and Academic Tenure of the American Association of University Professors formulated a statement of prin- ciples on academic freedom and academic tenure known as the 1915 Declaration of Principles, which was offi cially endorsed by the Association at its Second An- nual Meeting held in Washington, D.C., December 31, 1915, and January 1, 1916. In 1925 the American Council on Education called a conference of represen- tatives of a number of its constituent members, among them the American Association of University Professors, for the purpose of formulating a shorter statement of principles on academic freedom and tenure. The statement formu- lated at this conference, known as the 1925 Conference Statement on Academic Freedom and Tenure, was endorsed by the Association of American Colleges (now the Association of American Colleges and Universities) in 1925 and by the American Association of University Professors in 1926. In 1940, following a series of joint conferences begun in 1934, representa- tives of the American Association of University Professors and of the Associa- tion of American Colleges agreed on a restatement of the principles that had been set forth in the 1925 Conference Statement on Academic Freedom and Tenure. This restatement is known to the profession as the 1940 Statement of Principles on Academic Freedom and Tenure. Following extensive discussions on the 1940 Statement of Principles on Academic Freedom and Tenure with leading educational associations and with individual faculty members and administrators, a joint committee of the AAUP and the Association of American Colleges met during 1969 to reevaluate this key policy statement. -
Academic Freedom Checklist Consider the Following Questions
Stitt-Bergh, M. & Gorski, K., 2020 Academic Freedom and the Assessment of Student Learning Academic freedom principles grant crucial rights to our faculty for teaching and research, and we play a role in upholding these rights. Although not explicit, assessment is included in academic freedom. According to the Association of American Colleges and Universities (AAC&U), a collaborator on the revisions of the 1940 Statement of Principles of Academic Freedom and Tenure: Faculty are responsible for establishing goals for student learning, for designing and implementing programs of general education and specialized study that intentionally cultivate the intended learning, and for assessing students’ achievement. In these matters, faculty must work collaboratively with their colleagues in their departments, schools, and institutions as well as with relevant administrators. Academic freedom is necessary not just so faculty members can conduct their individual research and teach their own courses, but so they can enable students—through whole college programs of study—to acquire the learning they need to contribute to society. (AAC&U, 2006, para 3) Outcomes Assessment Academic Freedom Checklist Consider the following questions. “Yes” responses ensure academic freedom is upheld.* 1. Are assessment efforts driven by faculty? Y N N/A 2. Do assessment experts educate, guide and coordinate those efforts? Y N N/A 3. Are faculty free to contribute to plans, to analyze measures, and discuss uses Y N N/A and voice their opinions? 4. Did faculty identify learning outcomes and create plans to ensure that students Y N N/A are meeting them? 5. Does the campus’s requirements associated with assessment provide flexibility Y N N/A for disciplinary differences? 6. -
Vanderbilt University
Munich Personal RePEc Archive Vouchers, tests, loans, privatization: Will they help (fight) higher education corruption in Russia? Osipian, Ararat Vanderbilt University 1 May 2007 Online at https://mpra.ub.uni-muenchen.de/7595/ MPRA Paper No. 7595, posted 10 Mar 2008 00:42 UTC 1 Vanderbilt University Vouchers, Tests, Loans, Privatization: Will They Help (Fight) Higher Education Corruption in Russia? Ararat L. Osipian [email protected] [email protected] Dept. of Leadership, Policy, and Organizations Vanderbilt University Peabody #514 230 Appleton Place Nashville, TN 37203-5721 Ph: (615)322-8000 Fax: (615)3432391 Correspondence: Osipian A. 3105 Bellwood st, apt H Nashville, TN, 37203, USA Nashville, TN – 2007 2 Russian higher education is in the process of reforming. Introduction of the standardized computer-graded test and educational vouchers was intended to increase accessibility of higher education, make its funding more effective, and reduce corruption in admissions to public colleges. The idea of vouchers failed while the test faces furious opposition and crises. This paper considers vouchers, standardized tests, educational loans, and privatization as related to educational corruption. The test is criticized by many for being a cause of the further increase in educational corruption. However, the test is needed to replace the outdated admissions policy based on the entry examinations. This paper considers the growing de facto privatization of the nation’s higher education as a fundamental process that should be legalized and formalized. It suggests further restructuring of the higher education industry, its decentralization and privatization, and sees educational loans as a necessary part of the future system of educational funding.