Religious Beliefs in History: Viewpoints versus Conclusions

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In the wake of the Society for U.S. Intellectual History’s recent annual conference, L.D. Burnett presents historians in the society with a question that relates to teaching as well as research. It’s a question about treating religious ideas with respect:

[S]hould we treat religious thought differently, as a special case, from other kinds of thought? Should we refrain from critiquing arguments as racist, or sexist, or anti-gay, or anti-woman, or anti-intellectual, because they proceed from a position of deep religious conviction?

That was the suggestion offered to me in conversation at USIH. …

These are the kinds of questions I have to think about as the editor of this blog. For, at the conference, someone suggested to me that religiously conservative intellectual historians feel unwelcome in this space.

I wasn’t a party to the original conversation and can’t address its particular context or nuances. But the question is important, and I think it comes up a lot in different forms.

For example, this question is part of the subtext of current academic debates over “viewpoint diversity.” (I hate that term, but it’s fairly widely used now.) In my understanding of the term, a viewpoint isn’t the same thing as a scholarly conclusion, so viewpoint diversity is different from what academics usually mean by “academic freedom.” It describes a much greater degree of intellectual openness and tolerance.

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Adjunctification Beneath the Numbers: The Rs and the Rest

The AAUP released a brief analysis yesterday—“Data Snapshot: Contingent Faculty in US Higher Ed”—with the warning that it demonstrates academic freedom is under threat in American colleges. In truth, I think, the analysis points toward a larger structural problem.

A supermajority of U.S. college instructors already have been denied the academic-freedom protections of tenure for many years now. It’s long been a myth that college instructors can speak their minds without any anxiety; that’s a privilege of the few (lately, about one fifth of us at any given time).

The larger problem the AAUP’s analysis may highlight is the vast and probably growing difference between what work means at the largest research universities (the so-called R1 and R2 schools) and every other kind of institution—i.e., the colleges where most American faculty members currently work. This difference distorts the public’s view of higher education, and thus our public debates about its future, at a time of political upheaval, and when 73% of America’s ruling party think academia is “heading in the wrong direction.” It thus places the entire higher-education system at risk.

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