000			04284cam a2200541 i 4500
001			18102375
003			BJBSDDR
005			20260325153326.0
007			ta
008			140401s2014 ilu b 001 0 eng c
010			_a 2014013079
020			_a9780226064314 (cloth : alk. paper)
020			_a022606431X (cloth : alk. paper)
020			_z9780226170251 (e-book)
035			_a18102375
040			_aICU/DLC _beng _erda _cICU
041			_aeng
042			_apcc
043			_an-us---
050	1	4	_aKF 4772 _bF532v 2014
082	0	0	_a371.1/04
100	1		_aFish, Stanley Eugene, _d1938- _95440
245	1	0	_aVersions of academic freedom : _bfrom professionalism to revolution / _cStanley Fish.
264		1	_aChicago : _bThe University of Chicago Press, _c2014.
300			_axiii, 163 pages ; _c23 cm.
336			_atext _2rdacontent
337			_aunmediated _2rdamedia
338			_avolume _2rdacarrier
490	1		_aRice University Campbell lectures
504			_aIncludes bibliographical references (pages 151-156) and index.
505	0		_aPreface Acknowledgments Academic freedom studies: five schools It's just a job school: professionalism, pure and simple For the common good school: academic freedom, shared governance, and democracy Professionalism vs critique: post-Butler debates Academic exceptionalism and public employee law Virtue before professionalism: road to revolution Coda Appendix: Academic freedom, the First Amendment, and Holocaust denial (a talk given by the author at Rice University, April 2012) Works cited Index
520			_aThrough his columns in the New York Times and his numerous best-selling books, Stanley Fish has established himself as our foremost public analyst of the fraught intersection of academia and politics. Here Fish for the first time turns his full attention to one of the core concepts of the contemporary academy: academic freedom. Depending on who's talking, academic freedom is an essential bulwark of democracy, an absurd fig leaf disguising liberal agendas, or, most often, some in-between muddle that both exaggerates its own importance and misunderstands its actual value to scholarship. Fish enters the fray with his typical clear-eyed, no-nonsense analysis. The crucial question, he says, is located in the phrase "academic freedom" itself: Do you emphasize "academic" or "freedom"? The former, he shows, suggests a limited, professional freedom, while the conception of freedom implied by the latter could expand almost infinitely. Guided by that distinction, Fish analyzes various arguments for the value of academic freedom: Is academic freedom a contribution to society's common good? Does it authorize professors to critique the status quo, both inside and outside the university? Does it license and even require the overturning of all received ideas and policies? Is it an engine of revolution? Are academics inherently different from other professionals? Or is academia just a job, and academic freedom merely a tool for doing that job? No reader of Fish will be surprised by the deftness with which he dismantles weak arguments, corrects misconceptions, and clarifies muddy arguments. And while his conclusion-that academic freedom is simply a tool, an essential one, for doing a job-may surprise, it is unquestionably bracing. Stripping away the mystifications that obscure academic freedom allows its beneficiaries to concentrate on what they should be doing: following their intellectual interests and furthering scholarship
610	1	0	_aUnited States. _tConstitution. _n1st Amendment
610	1	4	_aEstados Unidos. _tConstitución. _nPrimera Enmienda _947674
650		0	_aFreedom of speech _zUnited States.
650		4	_aLibertad de expresión _zEstados Unidos _95373
650		0	_aAcademic freedom _zUnited States.
650		4	_aLibertad académica _zEstados Unidos _932299
650		0	_aIntellectual freedom _zUnited States.
650		4	_aLibertad intelectual _zEstados Unidos _912770
650		0	_aCivil service _zUnited States.
650		4	_aServicio civil _zEstados Unidos _930382
830		0	_aRice University Campbell lectures _947695
906			_a7 _bcbc _corignew _d1 _eecip _f20 _gy-gencatlg
942			_2lcc _cBK
946			_idpf
999			_c126595 _d126595