Academic Freedom

A prominent feature of the English university is the concept about academic freedom. This idea may be better described as institutional autonomy and is distinct from whatever freedom is granted to the student and faculty by the institution. Likewise, it is said that academic freedom means a university can determine for itself on academic grounds such as who may teach, what may be taught, how it should be taught, and who may be admitted to study. Indeed, it has a wide range. But let us just take a close look to the faculty members as they practice the said freedom.

Mentors, enabling them to carry out the mission of the institution, were given academic freedom. As part of it, they are free in designing “related” activities to attain the course objectives; activities which may not above the head and means of the students. Requirement as they can be treated, students need complain, I mean to comply with it to pass a certain course. And so far, looking beyond the activities, the bottom line will be the students themselves as the recipients of the instructor’s rationale in utilizing the activities in the implementation of the objectives. But in doing so, students should have the assurance that the activities are well-calendared and will not deprive their rights as what the academic freedom tries to imply.

Don’t get me wrong with the preceding lines. Perhaps, these were just products of reality that we’ve just encountered as I connect it with what I am trying to say.

Since we are required to do a project in one of our subjects, right in the inception, we tried to suggest ways on how, as far as our capacities are concerned, it is best to carry out the undertaking. We tried to suggest to do it in group efforts due to an instance that majority has the incapacity to provide needed instrumentality. But granted it did not come into reality as we wished, we knew the rationale behind and we understand the desire of the instructor to let us learn in the activity individually. Yes, sense learning, which is an effective way of acquiring skills, is there and that’s good. We tried to exert efforts. But with the treatment, “motivation”, and words we got, everybody was diverted to something else. There comes misconception, misinterpretations, and misunderstanding. Inquiries sprouted and it’s getting complicated up to the extent that we sought help from authorities to settle the issue. But I tried to reflect. I tried to seek for my stand in this issue; I tried to prioritize things. I tried to sympathize to my classmates well; anyway, I’ll be benefited since I am one of them. But if I will do so, is it fair to him; to him who gave the activity ahead? Yes, ahead. But some other factors affected the submission such as other outputs.

I then concluded from my reflection that at times, students should not be egocentric. We are complaining without pondering some words; freedom, rights, but most especially duties. Sometime, we just think for our comfort without knowing others had been deprived of their rights and freedom. On the other way around, instructors should have transparency and democracy for harmonious undertakings.

Finally, let us then consider these preceding lines: “I’ll enjoy my freedom; you should do your duties. I’ll do my duties but consider my rights. I’ll recognize your rights but how about mine?”
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This were my words in the Torch Pub, 1st Semester A.Y. 2009-2010 issue,which I want to share the students that in every undertakings, we must look at it rationally. The teachers' rationale of designing the activity is intended for us not for the teachers themselves.