Editor's Note: Akeel Bilgrami has kindly given us permission to publish here the text of a lecture that he delivered at The New School and which is also included in the Chomsky Notebook collection of writings.
by Akeel Bilgrami
Though there is much radical –and often unpleasant– disagreement on the fundamental questions around academic freedom, these disagreements tend to be between people who seldom find themselves speaking to each other on an occasion such as this or even, in general, speaking to the same audience. On this subject, as in so much else in the political arena these days, one finds oneself speaking only to those with whom one is measurably agreed, at least on the fundamental issues. As proponents of academic freedom, we all recognize who the opponents of academic freedom are but we seldom find ourselves conversing with them in academic conferences. We only tend to speak to them or at them in heated political debates when a controversy arises, as for instance at Columbia University over the promotion of faculty in Middle Eastern studies, or in those states where the very idea of a curricular commitment to modern evolutionary biology is viewed with hostility. I will not be considering such controversial cases of overt political influence on the academy. This is not because they are not important. The threats they pose are very real, when they occur, and the need for resistance to these threats is as urgent as anything in the academy. But they raise no interesting intellectual issues at a fundamental level over which anyone here is likely to be disagreed. If there is disagreement in a forum of the kind at which we are presently gathered, it is likely to be on relatively marginal questions, such as, for instance, whether academic freedom is a special case of the more basic constitutional right to free speech or whether instead it is a special form of freedom tied to the specific mission of universities.
What might a philosopher contribute to these more marginal questions? In this brief lecture, I would like to make a fuss about a standard argument for a conception of academic freedom which we all seem to subscribe to when it is coarsely described but which, when we describe it more finely, and look at the arguments more closely, is quite implausible and leads directly to thoroughly confused ideas about displaying ‘balance’ in our classrooms and our pedagogy quite generally. I will then use some of the points and distinctions I make in this critique to explore whether there is scope for locating more subtle and interesting (and actually more pervasive) kinds of threat to academic freedom than the obviously controversial ones that I mentioned above which all of us here, I assume, find an abomination, and which, as I said, raise no interesting issues for any of us, even if they ring urgent alarms. At the very end, I will venture to advocate imbalance of a very specific kind in the ‘extra-mural’ domain, when it is neither inquiry nor classroom curriculum that is at stake but the effort to engage the intellectual and political culture at large.
