Letters to the Editor. Accuracy in Academia: monitoring the classroom
To have the media acknowledge potential threats to academic freedom is reassuring [``Angling for red herrings in academe, Dec. 9'']. The objectives of Accuracy in Academia (AIA) can indeed have a chilling effect. On occasion I have thought that it might be stimulating to have student monitors in class, their presence paid for, while they showed interest, focus, skepticism, and challenge to received authority -- qualities that every professor encourages from his good students. But on balance, the potential they bring for disruption, and the fact that they represent judgments of ``correct beliefs'' derived from outside the university community make them a very great risk indeed. Universities are already faced with similar risks, and they have faced them without much media attention. For example, a black professor at a SUNY campus, recently denied tenure, found himself the focus of considerable political pressure from off-campus groups for including in his syllabus a sect ion that equated Zionism with racism. He was even publicly denounced by the governor of the State of New York. Professors at Marquette and Howard Universities have been censored for classroom remarks made about blacks in American life. Many of my colleagues have reported the chill they feel knowing that their lectures and illustrations are being monitored for their sexist content. In Arizona, citizens' groups have brought pressure on a university Middle East studies group and a high school program of study because the content of each was perceived to be pro-Palistinian.Skip to next paragraph
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There are differences between the organized monitoring of Marxist orientation by AIA and the real concern with eradicating sexism, racism, and anti-Semitism from schools. As to the methods employed by outside pressure groups, I hope the differences in response do not reduce to the fact that one pressure may coincide with our own political values while another may not. It is equally risky to be so selective in our denunciation and silent approval. D. W. Murray Brandeis University Department of Anthropology Waltham, Mass.
The effort to monitor the classrooms of America's universities to weed out the ``Marxist threat'' points out the uncertainty and insecurity of the people behind it.
John Stuart Mill observed that even a false statement may make a valuable contribution to public debate, since it brings about ``the clearer perception and livelier impression of truth, produced by its collision with error.''
The risks that the introduction of censorship into the classroom presents are many. The most serious is sheltering students from different and controversial ideas. This lack of broad exposure caused by the homogenization of the educational process will result in a generation which is easily manipulated. Such consequences in a democratic society are the greatest threat to its survival. David T. Musselman Cleveland Heights, Ohio
The editorial, ``Defending academic freedom'' Dec. 4, states that students ``from their first freshmen days ought to analyze professors' views'' after having started from the premise that they are in college to ``develop analytical skills.'' By implying that college students are able to defend themselves against Marxist indoctrination, you ignore the fact that their analytical underdevelopment and desire to earn high marks place them at a distinct disadvantage to Marxist professors.