The University and Freedom: "Lehrfreiheit" and "Lehrnfreiheit"

Commager, Henry Steele

doi:10.2307/1980014

Cited by 6 publications

(5 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Commager [4] explains that academic freedom exists for both the faculty member and the student. A faculty member's academic freedom is referred to as "lehrfreiheit" (or the freedom to teach) and a student's academic freedom is referred to as "lernfreiheit" (or the freedom to learn).…”

Section: Academic Freedom and Tenurementioning

confidence: 99%

Untitled

2024

IJTIE

View full text Add to dashboard Cite

This manuscript explored short-termism effects on academic freedoms of both the faculty and the students. This author began by operationalizing "short-termism" for the reader. After describing and defining shorttermism, the author then discusses academic freedom with an emphasis on the concept of "tenure." Tenure is contextualized as a specific form of protection afforded faculty from encroachments on their academic freedom. Next, this manuscript provides examples of how shorttermism occurs within the academic faculty. These examples have been broken into short-termism on shortterm faculty and short-termism on tenured faculty. Subsequently, the author discussed how short-termism infringes on the academic freedoms of the student body and the freedom to learn. The author, then, summarizes the consequences and provides the reader with recommendations on stabilizing both the faculty and the student body. Finally, the author ends the manuscript with final thoughts and questions for the reader.

show abstract

Section: Academic Freedom and Tenurementioning

confidence: 99%

Untitled

2024

IJTIE

View full text Add to dashboard Cite

show abstract

“…Commanger [1] provides definitions and a historical context for lehrfreiheit and lernfreiheit. Lehrfreiheit means the freedom to teach and lernfreiheit means the freedom to learn.…”

Section: Lehrfreiheit and Lernfreiheitmentioning

confidence: 99%

“…In the early 19 th century, Willem von Humboldt brought the concepts to public attention [1] through the creation of a university in Berlin that's tenets were founded upon lehrfreiheit and lernfreiheit [2]. Humboldt's university was unique because it was not loyal to either government or religious rulers, common throughout Europe [3].…”

Section: Lehrfreiheit and Lernfreiheitmentioning

confidence: 99%

Establishing a Fear-Free Culture of Lehrfreiheit and Lernfreiheit

Holt¹

2022

JITLL

View full text Add to dashboard Cite

This paper will describe how a culture of fear can prevent free learning and teaching. The author will take the position that a classroom should be a place to establish a culture of learning. Lehrfreiheit will be operationalized as teacher freedoms and lernfreiheit will be operationalized as learner freedoms. Next, a short history of academic freedom and modern applications will be discussed. The author will explain five fear generators (1. Pugilism, 2. Anti/intellectualism, 3. Short-termism, 4. Hierarchism, and 5. Perfectionism) considered in this paper. Each of the fear generators will be discussed both in terms of how they encroach on teachers' lehrfreiheit and how they encroach upon students' lernfreiheit. Descriptive examples will be shared indicating that fear has created cultures that are antithetical to the underlying foundation of academia and education. Fear thereby, inhibits student learning and faculty members' ability to provide free instruction designed to facilitate learning. The paper concludes through suggestions for challenging a "culture of fear" in order to maintain a culture of learning. Finally, the paper will assert the argument that basic academic freedoms are indeed suppressed through fear generators.

show abstract

“…Throughout history there have been documented cases of expert educators who were persecuted for exercising their freedoms due to the unpopular discourse that they pursued (Socrates, Galileo Galilee, John Scopes, Bruno, etc.). Therefore, in the early 19 th century, Lehrfreiheit & Lehrnfreit [19] argued that the academic educator (as the expert) should be allowed to teach whatever they felt was appropriate and necessary to facilitate learning. Concurrently, they also reasoned that the educator needed freedom to pursue lines of inquiry that best led to their understanding of questions in their discipline/field of study, even if those lines of inquiry were considered by the general public to be restricted.…”

Section: Summary Of Fabricated Expertise Effects On Educators' Freedommentioning

confidence: 99%