Higher education is not to blame for the ¡®no platforming¡¯ epidemic

Is free speech an academic value? We might think that the self-evident answer is ¡°yes¡±. Isn¡¯t that why ¡°no platforming¡± controversial figures usually leaves the campus involved with egg on its face, amid scathing headlines about political correctness gone mad?

However, a completely different argument can be made against universities¡¯ need to defend free speech that bears no taint of political correctness. It is what I call the ¡°Little Academia¡± argument. It plays on the academic impulse to retreat to a parochial sense of self-interest in the face of external pressures.

The master of this argument for the past 30 years has been Stanley Fish, the American postmodern literary critic. Fish became notorious in the 1980s for arguing that a text means whatever its community of readers thinks it means. This seemed wildly radical, but it quickly became clear ¨C at least to more discerning readers ¨C that Fish¡¯s communities were gated.

This seems to be Fish¡¯s view of the university more generally. In a recent article in the US Chronicle of Higher Education ³Ù¾±³Ù±ô±ð»å?¡°¡±, written in response to the student protests at Middlebury College against the presence of Charles Murray, a political economist who takes race seriously as a variable in assessing public policies, Fish criticised the college¡¯s administrators for thinking of themselves as ¡°free-speech champions¡±. This, he said, represented a failure to observe the distinction between students¡¯ curricular and extracurricular activities. Regarding the latter, he said, administrators¡¯ correct role was merely as ¡°managers of crowd control¡±.

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In other words, a university is a gated community designed to protect the freedom only of those who wish to pursue discipline-based enquiries: namely, professional academics. Students benefit only when they behave as apprentice professional academics. They are generously permitted to organise extracurricular activities, but the university¡¯s official attitude towards these is neutral, as long as they do not disrupt the core business of the institution.

The basic problem with this picture is that it supposes that academic freedom is a more restricted case of generalised free expression. The undertow of Fish¡¯s argument is that students are potentially freer to express themselves outside campus.

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To be sure, this may be how things look to Fish, who hails from a country that already had a Bill of Rights protecting free speech roughly a century before the concept of academic freedom was imported to unionise academics in the face of aggressive university governing boards. However, when Wilhelm von Humboldt invented the concept of academic freedom in early 19th-century Germany, it was in a country that lacked generalised free expression. For him, the university was the crucible in which free expression might be forged as a general right in society. Successive generations engaged in the ¡°freedom to teach¡± and the ¡°freedom to learn¡±, the two becoming of equal and reciprocal importance.

On this view, freedom is the ultimate transferable skill embodied by the education process. The ideal received its definitive modern formulation in the sociologist Max Weber¡¯s famous 1917 lecture to new graduate students, ¡°Science as a Vocation¡±. What is most striking about it to modern ears is his stress on the need for teachers to make space for learners in their classroom practice. This means resisting the temptation to impose their authority, which may only serve to disarm the student of any choice in what to believe. Teachers can declare and justify their own choice, but they must also identify the scope for reasonable divergence, Weber argues.

After all, if academic research is doing its job, even the most seemingly settled fact may well be overturned in the fullness of time. Students need to be provided with some sense of how that might happen as part of their education to be free. Being open about the pressure points in the orthodoxy is complicated because, in today¡¯s academia, certain heterodoxies can turn into their own micro-orthodoxies through dedicated degree programmes and journals. These have become the lightning rods for debates about political correctness.

Nevertheless, the bottom line is clear. Fish is wrong. Academic freedom is not just for professional academics; it is for students as well. The honourable tradition of independent student reading groups and speaker programmes already testifies to this. And in some contexts they can count towards satisfying formal degree requirements. Contra the Little Academia argument, the ¡°extra¡± in ¡°extracurricular¡± should be read as intending to enhance a curriculum that academics themselves admit is neither complete nor perfect.

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Of course, students might not handle extracurricular events well. But that is not down to failures of some non-academic thing called ¡°crowd control¡±. It is simply an expression of the growth pains of students learning to be free.

Steve Fuller is Auguste Comte Professor of social epistemology at the University of Warwick. His latest book is The Academic Caesar: University Leadership Is Hard (Sage).