Education as the Practice of Freedom
In Inside Higher Ed this week I returned to familiar themes of education as the practice of freedom. These themes seem especially pertinent as we deal with the threats of violence and authoritarianism.
As our fall semester begins, college students are filled with excitement and nervous anticipation. By my lights, they are getting ready to practice freedom in the service of learning. Back in the 18th century, the great German philosopher Immanuel Kant wrote that enlightenment was freedom from self-imposed immaturity, describing how the process of education was the practice of freedom. When people learn—embarking on the journey of thinking for themselves in the company of others—they are experimenting with choice, autonomy, relationship and discipline.
I (usually) find it thrilling to watch students experiment in these ways, and I occasionally get to join in. They are relinquishing—not completely, and certainly not all at once—their childish ways and trying on what it means to be an adult. They begin to experience that freedom from immaturity and figure out, provisionally, the kinds of lives they want to live. This normally includes, but is not limited to, the kind of work they are prepared to do. Facing this very practical issue is part of growing up, and colleges provide various opportunities for doing just that.
Still, many in America have doubts about whether today’s college student is, in fact, learning to be a free adult. Some have been persuaded that college campuses no longer value the open exchange of ideas but instead demand allegiance only to ideas deemed progressive. Others see colleges as failing to practice what they preach. Children of alumni or wealthy donors have a much better chance of getting admitted to highly selective colleges than ordinary Americans; the paths to colleges believed to offer the best educations are paved with gold.
The charge of unfair admissions—like the criticism of political groupthink or mindless grinding away to get grades and internships—attacks the integrity of learning as a path to freely thinking for oneself. If colleges are unfair or corrupt in choosing their students, then the value of the education offered is undermined. If one only learns to imitate the views of one’s professors in order to win their favor, then one is wallowing in immaturity and not practicing freedom.
Unquestionably, there has been a loss of trust in higher education, and— while less dramatic, perhaps, than the loss of trust in the judiciary, the media or Congress—it undermines the ability of colleges to teach their students. No matter how much teachers emphasize critical thinking, learning requires trust. It requires that we open ourselves to ideas and people that might have an impact on how we live. This can, of course, sometimes be disturbing, even offensive, but the deepest learning often involves reconsidering our assumptions and deeply held beliefs.
I see this regularly in the class I teach, Virtue and Vice. I see undergraduates willing to stress test their moral intuitions against thinkers as varied as Aristotle and Machiavelli, Friedrich Nietzsche and Danielle Allen. I see students considering how they want to live by thinking with some of the central texts of our traditions. Each week they practice one of the traditional virtues and discuss this with their fellow students. They read, think, practice, discuss. Reconsider and repeat.
Critics prone to exaggeration have claimed that this kind of traditional humanistic work is no longer possible because today’s colleges have been captured ideologically by the woke left. Of course, there have been pernicious examples of close-mindedness from progressive purists, but the current attempt at ideological capture by the Trump administration is far more dangerous, as well as dishonest. Since President Trump’s inauguration, scores of colleges are being investigated for deliberately ignoring the harassment and intimidation of their Jewish students. These investigations, I have argued, are just vehicles for the White House to put pressure on higher education.
As a Jewish teacher and university president, it pains me to see the fight against antisemitism used as a cudgel with which to attack centers of teaching and research. I’ve been very aware of antisemitism since I was a little boy, when a fellow fourth grader told me the only thing wrong with Hitler was that “he didn’t finish the job.” I reported this to my dad, and he told me to punch the kid at the next opportunity, which I did. I got in trouble at school, but my father was not displeased. I’ve never expected antisemitism to go away, and so its recent resurgence is concerning but not surprising.
I am genuinely startled, though, by the ways Christian nationalists in the American government use Jew hatred as a vehicle to advance their authoritarian agenda. That’s what we are witnessing today: the exploitation of anti-antisemitism by a White House determined to extort money and expressions of loyalty from higher education. Sensing opportunity, some universities see a marketing advantage in portraying themselves as “good for the Jews,” offering protest-free environments (all the while singing the praises of free speech).
As academic leaders, of course we must support students of faith generally, and we have a particular obligation to acknowledge religious minorities who have traditionally been targets of abuse. This, of course, includes but is not limited to Jews. Not a few of my students are interested in the topic “virtue and vice” because of their religious beliefs, and I find they are at least as capable of thinking critically about their faith as secular students are when asked to reconsider their own values. They join in the process of reading, thinking, practicing, discussing. Reconsider and repeat. As we practice a virtue each week, all my students learn how moral ideas might play a role in their daily lives. How much of a role, of course, is up to them.
When I write it’s “up to them,” I imagine their choices as part of the process of leaving behind self-imposed immaturity. Sometimes, unfortunately, parents contribute to a student remaining a child, especially when they try to run interference for cherished offspring whenever an obstacle arises. But most of the time I see undergraduates practicing freedom in a safe enough environment—not too safe that they aren’t pushed to reconsider their choices, but accommodating enough that they can explore possibilities without feeling in danger.
This environment is threatened by the enormous pressure the federal government is putting on higher education to “align its priorities” with those of the president. I am worried about the normalization of this authoritarian effort to reshape the ecosystem of higher education. Too many opportunists and collaborators have been responding by noisily preaching neutrality or just keeping their heads down.
Some faculty, student and alumni groups, however, have begun to stand up and make their voices heard. Whether refusing to apologize for diversity efforts or simply standing up for the freedom of scientific inquiry, there is growing resistance to the administration’s attempt to control civil society in general and higher education in particular.
The groups defending their campuses from governmental intrusion are not just shielding the status quo. They are resisting attempts to undermine education as the practice of freedom, safeguarding the various ways that learning can allow students and teachers to open their minds and their hearts to new ideas and ways of living.
We don’t want the government thinking for us, telling us what the president’s priorities are so that we can imitate them. We want to learn to think for ourselves in the company of others, leaving behind a dependence on authority. Authoritarians would see us impose immaturity upon ourselves. As the new school year begins, we in higher education must redouble our efforts to model and defend the enlightenment ideals of education and freedom—while we still can.
