One of the things I enjoy most about academia is the emphasis on intellectual freedom even when expressing such freedom might be seen as problematic for the University’s commercial interests. Case in point: I was quoted in an article raising concerns that some universities’ contractual agreements to automatically transfer certain 5G telecommunications patents to foreign companies (based on research funded by the same companies) could be disadvantageous to domestic national security. One of the universities that is caught up in the issue is the one employing me. Despite my statements potentially being disadvantageous to my own university’s interests there are no rebukes but, instead, praise for being involved with national issues. If only all employers could be so similarly open-minded!
It is deeply concerning that faculty in American universities are being ‘put on notice’ even before the President-Elect takes office. The solution is to stand with them and speak, and argue, and fight against efforts to silence such academics regardless of whether we individually agree with the targeted academics’ respective philosophical or political leanings. The goal of the academy is to further thinking and thoughtful analyses rather than collectively advocate for any particular political leaning.
In Yancy’s defense of himself, the academy, and philosophy itself he succinctly explains the value and importance of a philosophically-influenced education:
To be “philosophically adjusted” is to belie what I see as one major aim of philosophy — to speak to the multiple ways in which we suffer, to be a voice through which suffering might speak and be heard, and to offer a gift to my students that will leave them maladjusted and profoundly unhappy with the world as it is. Bringing them to that state is what I call doing “high stakes philosophy.” It is a form of practicing philosophy that refuses to ignore the horrible realities of people who suffer and that rejects ideal theory, which functions to obfuscate such realities. It is a form of philosophizing that refuses to be seduced by what Friedrich Nietzsche called “conceptual mummies.” Nietzsche notes that for many philosophers, “nothing actual has escaped from their hands alive.”
In my courses, which the watchlist would like to flag as “un-American” and as “leftist propaganda,” I refuse to entertain my students with mummified ideas and abstract forms of philosophical self-stimulation. What leaves their hands is always philosophically alive, vibrant and filled with urgency. I want them to engage in the process of freeing ideas, freeing their philosophical imaginations. I want them to lose sleep over the pain and suffering of so many lives that many of us deem disposable. I want them to become conceptually unhinged, to leave my classes discontented and maladjusted.
Philosophy, like the Arts and Social Sciences more generally, ought to leave students upset. Confused. And disturbed. Not for the purpose of causing harm but to generate an unrootedness; as students re-plant their roots following a period of unrootedness they may return to the same political and philosophical positions as before but with stronger rationales that are girded in a deeper ethical and normative appreciation of reality. But maybe they subtly, or significantly, shift in their understandings of the world and their ethical commitments within it. In either situation the student has changed by broadening and deepening their ability to consider the different aspects involved in holding their respective positions. And that’s absolutely fine to my mind.
The goal of philosophically-influenced education isn’t to force a reversal in view, belief, or understanding but to compel students to better consider why they hold the positions they do and better appreciate those positions’ implications. The very act of reflecting upon oneself invokes the opportunity for change, but to prompt such change the academy (and its students) need to support and protect those who prompt such uneasiness in students. Silencing such academics-of-change thus constitutes a directed threat to an essential aspect of what the University is meant to provide to society.