The home of “things said” by the National Association of Scholars.

California Wants Students to Learn "Hxrstory" and “The Four ‘I’s of Oppression.”


The California Department of Education is taking comments on the proposed curriculum until August 15th. 

Intellectual Merit Under Attack at the National Communication Association

David Randall

The National Communication Association faces an important decision as it becomes the latest battleground between intellectual merit and diversity.

Activist in Residence

Rachelle Peterson

Naomi Klein’s addition to Rutgers’ faculty roster appears to be a further step in aligning the public, taxpayer-supported institution with hard-left partisanship.

Common Reading for Common Activism

David Randall

Common reading programs should be for exposing college students to excellent literature, not propaganda. 

Divesting Freedom: The Fossil Fuel Divestment’s Campaign Against Civic Debate

Rachelle Peterson

NAS Policy Director Rachelle Peterson spoke in New Orleans, LA on the future of divestment.

CUNY's Lawless Law Students


NAS writes to the City University of New York's Chancellor, James Milken, following the no platforming of Josh Blackman.

The Real Fallout From High School Walkouts

Peter Wood

Writing at Minding the Campus, NAS President Peter Wood discusses how student walkouts subordinate education to the quest for power.

The Oscars, Oppression, and Our Mal-educated Citizenry

Keli Carender

The Oscars are yet another example of how American civics education has been corrupted.

Professor's Racial Harassment of White Student was 'Personal'

Dion J. Pierre

A Native American professor at San Diego State University racially harassed a white student, the California State Department of Justice concluded last week.

Me, My Emotions, and I

Nayeli Riano

College English classes should train students in scholarship, not subjectivity. 

Massachusetts Aligns Further With The Common Core


The Massachusetts Board of Elementary and Secondary Education (BESE) has voted in favor of a Common-Core aligned standardized test.

Stanley Fish, Divestment, and "The Student Assault on the Academy"


Stanley Fish writes on the campus divestment movement and the role of the university.

Whose Side Are You On?

Rachelle Peterson

The fossil fuel divestment campaign declares war on free speech.

Ferguson and the Decline in Anthropology

Peter Wood

NAS president and anthropologist Peter Wood observes the American Anthropological Association masking the truth to promote an ideological agenda.

Campus Activism: The Fight for Imaginary Victories

Peter Wood

Campus activists fight against an imaginary villain of social injustice.

Food Justice Programs Popping Up Like Mushrooms

Marilee Turscak

Over the past two decades, food-related courses and food justice programs have become a hot trend in academia.

Celebrating 2013 in Education

Peter Wood

In another top 10 list, Peter Wood remembers people who did something original, creative, noteworthy, or surprising in 2013.

"Residence Life" Resurrected

George Leef

George Leef on the divisiveness of a diversity-oriented housing program at UNC.

Some Profs Just Can't Teach Objectively

George Leef

Is it always possible to "tell it like it is"?

RES Revs 'Em Up

Glenn Ricketts

Race & Ethnicity Studies needn't lead to political activism—it just always seems to.

My review of Neil Gross's book, concluded

George Leef

George Leef concludes his critque of Why Are Professors Liberal and Why Do Conservatives Care?

A Politicized Introductory Government Course at NC State

George Leef

George Leef weighs in on the debate on how much progressive professors influence their students.

Shut Up for Gay Rights, Says Dean of Students

Ashley Thorne

Today colleges around the country are encouraging the national Day of Silence to support LGBT rights. 

Becoming Right -- Another Load of Useless Academic Research

George Leef

Professoriate Tacks Left

Glenn Ricketts

UCLA survey finds significant ideological shift among professors - in the same direction.

California Association of Scholars: New Evidence of Politicization at UC

John M. Ellis

Although the University of California denied accusations of political activism earlier this year, CAS addresses the UC once more after recent events on campus.

U California President Yudof Says Political Advocacy Is a Problem

Ashley Thorne

At a press conference UC president Mark Yudof declared his commitment to ideology-free education. Charles Geshekter of the Caliofornia Association of Scholars asked him to say so in a memo to the UC Board of Regents.

Georgia State U Prof Promises Extra Credit for Political Lobbying

Ashley Thorne

Two videos give a window into the academic-credit-for-activism culture in contemporary higher education.

Politics, Education, and More Politics: NAS’s New Report on the University of California

Peter Wood

Peter Wood discusses the National Association of Scholars’ new report that says higher education has been hurt by the failure of safeguards against using the classroom to advance partisan ideas and loyalties.

University of California Report in the News

Ashley Thorne

Both national and local media pay attention to a new report by NAS's California affiliate on the politicization of the University of California.

A Crisis of Competence: The Corrupting Effect of Political Activism in the University of California

John M. Ellis

A report on the consequences of politicization in higher education, focused on the University of California.

Conditions on Campus for Conservatives

George Leef

A conservative professor writes that things aren't really so bad; I take issue with him.

Diversity Will Cure Our Ills!

George Leef

To professors who dont' embrace diversity fervently enough.

OWS Course Dropped From Columbia’s Spring Offerings

Glenn Ricketts

An advocate of the Occupy movement almost took the lecturn, but Columbia axed the course

Daphne Patai on the Uniformity of Academic Thought

George Leef

Professor Daphne Patai of UMass-Amherst writes about the uniformity of thought she encounters among her fellow academics, which of course ranges from Marxist to "progressive." 

Evan Maloney: How Colleges Try to Indoctrinate U

Andy Nash

The maker of the documentary Indoctrinate U offers a window into the double standards of the politically correct campus.

Missed Opportunities in College Common Reading: A Response to Brendan Boyle

Ashley Thorne

Ashley Thorne replies to a professor of classics at UNC-Chapel Hill who wishes for more fiction in college summer reading assignments.

Global Warming Activist Teacher Takes Her Agenda to Truck Country

Kyle Olson

The left doesn't like teaching to standardized tests because it leaves no time for teaching activism.

AAUP Publishes Official Policy on Campus Controversies

Ashley Thorne

The final version of the association's statement skews the principle of academic freedom and fails to implement good faith recommendations.

Professorial Bias: In the Classroom or in Your Head?

Glenn Ricketts

A recent survey suggests that professorial ideological bias may sometimes be a function of student resistence to changing their ideas. Could be, but there's still much MUCH more to the issue.

What is Advocacy?

Peter Wood

NAS President Peter Wood discusses classroom advocacy and academic freedom.

When Professors Are Not Civil

George Leef

In today's Pope Center piece, Jay Schalin writes about two recent incidents where leftist professors publicly rebuked students for offering opinions with which they disagreed.

Davidson Professor Apologizes for Angry Letter about Student Writer

Ashley Thorne

A faculty response and apology appear in the student newspaper after a professor censured a senior for writing an opinion article questioning President Obama's leadership.

Clinical Discomfort

Peter Wood

Peter Wood comments on the turn to social activism in law schools.

Davidson Professor Blasts Student over Opinion Article

Ashley Thorne

An exchange in the student newspaper raises questions about the standards of civil discourse on campus.

"Accepted Student Day"

George Leef

In an excellent Wall Street Journal piece, Andrew Ferguson, author of Crazy U: One Dad's Crash Course in Getting His Kid Into College writes about his visit to one of the schools where his son was accepted. It's a warts-and-all portrait of college life, heavy on the amenities and light on the academics. What little attention was given to academics is troubling: "The professor boasted of his history course, which had transformed merely curious students into 'social activists.' Under his guidance the young scholars read books by Sally Belfrage, author of the Cold War memoir 'UnAmerican Activities' and the socialist historian Howard Zinn, author of 'A People's History of the United States,' and they emerged 'ready to change the world.' So we have that to look forward to. "The professor's speech was just a hint of what was to come: Later my son told me that he had three choices for a mandatory writing class: 'History of the 1960s,' 'TV's Mad men,' and 'Intro to Queer Theory.'" I hope young Mr. Ferguson already knows how to write.

Politicizing the Classroom, Part 2

Peter Wood

Peter Wood completes his two-part critique of the new statement from the American Association of University Professors on political controversy in academe.

Politicizing the Classroom, Part 1

Peter Wood

Peter Wood examines the AAUP’s new report on political controversy in the academy.

Mission: Preparation

Peter Cohee

Activism-as-learning begins before college, through the influence on schools of groups such as Facing History and the Children's Environmental Literacy Foundation. What are we preparing students for?

Duked Out

Glenn Ricketts

Duke history Professor Peter Wood, not to be confused with NAS's president of the same name. seems to use the classroom to malign the character of students, lacrosse players in particular. Nevertheless, the American Historical Association awarded him Eugene Asher Distinguished Teacher award for this year.

Obama Does It Again

George Leef

Duke professor Cathy Davidson (a Gang of 88 member) appointed to the National Council on Humanities. 

Academic Freedom? We're All Conservatives

Glenn Ricketts

Stanley Fish seems to be seeking the middle ground on revisions to Penn State's policy authorized by the faculty Senate, and now awaiting approval by PSU's president. Particularly unfortunate was the removal of a provision stipulating that academic freedom did not grant professors license to indoctrinate their students or to use their classrooms as bully pulpit for flogging their favorite political or social issues.  NAS is dismayed.

Penn State and Academic Freedom

Ashley Thorne

Penn State is revising its statement on academic freedom to permit faculty members the right to bring one-sided opinions on controversial topics (unrelated to the course) to class. The radicalized AAUP thinks this is a good idea. NAS doesn't. 

The Disempowerment of Ethnic Studies?

Glenn Ricketts

Anyone who's followed Ashley Thorne's posts describing the recently discontinued La Raza/Chicano "studies" program in the Tucson public school sytem may well have experienced a sense of the surreal: how on earth did this balkanized, ideological bomb-throwing find its way into any classroom anywhere? Could anyone actually have been serious about a "curriculum" that could only engender ethnic chauvanism and antagonism toward non-hispanics, especially whites? Unfortunately, yes, since the Tucson program is simply an extension/imitation of what's been going on in academic precincts for quite some time now. Here you can easily find any number of undergraduate courses and "studies" programs devoted to fostering group identity, group chauvnism, group grievance, group entitlement, etc., etc. But as these two pieces (here and here) in the Chronicle of Higher Education illustrate, ethnic studies has apparently been catching some flak, even from within the academy, and the authors respectively write to mount a defense. Of course, they believe, lots of criticism predictably emanates from the incorrigible racism which perdures at all levels of American society, and which was recently made manifest in Arizona's new statute which effectively terminated the Tucson curriculum. But one of the authors interestingly argues that ethnic studies programs at the college level have been weakened by academic "liberals," who have used them as a means of celebrating "diversity' rather than generating political activism and group advocacy (as in "empowerment"). That, he concludes, is where ethnic studies needs to refocus, as the La Raza program was apparently doing so well. As the comments thread indicates, a number of academic observers with first-hand experience of similar programs also think that's exactly what's wrong with them.

California High School Compelled Students to Protest

Ashley Thorne

At Oceana High, all students were to join in the March 4 activism, to the loss of an entire day of education.

Swamped: Florida's Earth Charter U

Ashley Thorne

Florida Gulf Coast University centers its curriculum on sustainability and the UN document the Earth Charter.

Marxists in Schools of Education Respond to NAS Article

Ashley Thorne

Crosspost from www.NAS.org Two weeks ago I published an article about a Marxist journal that has seized authority in the education world. The Journal for Critical Education Policy Studies (JCEPS) is published by the UK-based Institute for Education Policy Studies (IEPS), “an independent Radical Left/Socialist/Marxist institute for developing policy analysis and development of education policy.” It takes its cues from Che Guevara and Paulo Freire. Articles from JCEPS are required reading in some ed schools, and the editorial advisory board has representatives from universities in eighteen countries. In posting the NAS article on JCEPS, I thought that simply calling the journal what it is would be enough to discredit it. I wrote:

While it is appropriate to study the now discredited but historically important ideas of Marxism in political science, philosophy, and economics courses, education schools have no need for radical ideology. Ed schools should be preparing teachers to train the minds of the next generation, not to arm them with socialist politics. To do so cheats both future teachers and their future students out of the sound, unbiased education they deserve.

I assumed that most people would agree that Marxist politics have no place in the classroom, and that the JCEPS folks would be reluctant to own their radical left agenda. I was wrong. Since the article appeared on the NAS website, apologists for the journal have been coming out of the woodwork. We seem to have secured the attention of some of the last remaining Marxists on earth. One commenter, who seems not to be a native speaker of English, wrote:

Definitely, education should be explicitly involved in struggles for equity and justice, especially at the current situation. Therefore, it’s very meaningful to arouse teachers and students’ critical consciousness, as Professor Peter McLaren does. School and society shouldn’t be separated. No matter it is in John Dewey’s mind “school is society”, or in other scholar’s essay “society is school”, schools have close relationship with society. George Counts once insisted that it was a great ideal that people should mainly focus on educating the children and care little about others, however, he thought that schools and teachers had to think about the injustice since the then unequal society greatly influenced teachers and students in 1930s. As for the current situation which is much worse than in 1930s in many aspects, the “ivory tower” ideal had gone and would never come back, colleges and universities are more and more involved in the society economically and politically, students have to fight for the equality, and teachers are forced to fight for their right they deserved. There are inequity and injustice in society, so it’s teachers’ responsibility to arouse their students consciousness to seek for the equity and justice. Those behind it are the ones who give up their responsibilities or the ones who own privilege, because they dare not to change the society or don’t want to give up their privilege. [emphasis mine]

Another person, ironically self-nicknamed “Cassiodorus” after the devout Christian who kept alive the flame of liberal learning after the fall of Rome, added:

Marxism isn't discredited anywhere, education isn't unbiased, and "radical" refers to the notion of examining the roots ("radical," from the Latin radix, or root) of everyday practice, something which should be done more often in schools.  The rest of this is a rather amateurish collection of soundbites on a number of subjects, the least understood of which is critical pedagogy. [emphasis mine]

This is a delightful bit of self-delusion.  Marxism isn’t discredited anywhere?  Marxism is discredited just about everywhere, but if “Cassiodorus” needs a for instance, I can testify firsthand that Marxism is discredited in Novokuznetsk and other parts of Russia where I have stayed.  From his nom de plume, I would think Cassiodorus is implicitly acknowledging this reality.  His “Rome” would appear to be the Soviet State and the nations it held captive.  He is keeping the holy flame of Marxism alive in an age dominated by the barbarian idea of human freedom. “Ferlaz” also chimed in:

In Argentina we are creating a new educational movement based on the critical pedagogies, especially the works of Paulo Freire, Peter McLaren. This article only serves to confirm that we are on the correct path of struggle. This educational movement is not intended to build ideological blocs but returning to education because their political neutrality is also a way of doing politics. This article ends endorsing own knowledge of the dominant classes, their ideologies and worldviews deny the possibility of conflict as natural and accepting the hegemonic discourse. From Argentina, from the popular schools for youth and adults in factories recovered by their workers shouted: Che lives!, As in Peter McLaren's page.

The grammar here is too shaky to figure out exactly what is making “ferlaz” so excited.  Che, the murderous thug of the Cuban revolution, is fortunately long dead.  He enjoys only the kind of immortality conferred by T-shirts and dorm-room posters. It does seem to me of absorbing interest that the great folly of Marxism—having burned through the twentieth century as a fire that killed more than 90 million people, enslaved countless others, and brought more misery and oppression into the world than any other political doctrine in human history—still has its proud defenders.  And they are in schools of education.

Che Lives?

Ashley Thorne

An NAS article on a Marxist journal for educators seems to have secured the attention of some of the last remaining Marxists on earth.

Michelle Malkin on Zinn and 'Social Justice' Education

Ashley Thorne

This week in Frontpage Magazine Michelle Malkin has an article, "Hollywood and Howard Zinn's Marxist Education Project." Here's an excerpt:

Zinn’s objective is not to impart knowledge, but to instigate “change” and nurture a political “counterforce” (an echo of fellow radical academic and Hugo Chavez admirer Bill Ayers’ proclamation of education as the “motor-force of revolution”). Teachers are not supposed to teach facts in the school of Zinn. “There is no such thing as pure fact,” Zinn asserts. Educators are not supposed to emphasize individual academic achievement. They are supposed to “empower” student collectivism by emphasizing “the role of working people, women, people of color and organized social movements.” School officials are not facilitators of intellectual inquiry, but leaders of “social struggle.” Zinn and company have launched a nationwide education project in conjunction with the documentary. “A people’s history requires a people’s pedagogy to match,” Zinn preaches. The project is a collaboration between two “social justice” activist groups, Rethinking Schools and Teaching for Change. [...] No part of the school curriculum is immune from the social justice makeover crew. Zinn’s partners at Rethinking Schools have even issued teaching guides to “Rethinking Mathematics: Teaching Social Justice by the Numbers” — which rejects the traditional white male patriarchal methods of teaching computation and statistics in favor of p.c.-ified number-crunching [see NAS's articles on this, "Social Changelings" and "Mathematical Deceptions"]. [...] Our students will continue to come in dead last in international testing. But no worries. With Howard Zinn and Hollywood leftists in charge, empty-headed young global citizens will have heavier guilt, wider social consciences and more hatred for America than any other students in the world.

Education is Always Political?

Ashley Thorne

Inside Higher Ed's Getting to Green blogger says, "The truth of the matter is that education is always a political act." Do you agree? [polldaddy poll=2395418]

On Advocacy in the Classroom

Ashley Thorne

A blog on Inside Higher Ed that I pay attention to, Getting to Green, has an interesting discussion about advocacy intruding on higher education. Note that the Getting to Green blogger writes under a pseudonym and is "a sustainability administrator at a large private research university, an adjunct faculty member, and a farmer." Michael Legaspi at Creighton University commenting on Getting to Green:

Advocacy rears its head too often, in multicultural moralism, identity politics, and, as the CRU debacle shows, in too many kinds of environmental studies. When we are concerned only to convert students to the “right” view of things, rather than to lead them through complex engagement of the intellectual substance of important questions, we make it all too easy for them to get by in our classes by telling us what we want to hear. When they do so to our satisfaction, we may have scored a cheap political victory, but we have surely done so at the expense of our best and highest ideals.

Getting to Green responds:

Michael Legaspi is concerned that too much of American higher education consists of political advocacy. He's right to be, and I agree with him. In fact, I'd go further. I'd say that too much teaching consists of social and economic advocacy, as well. Too much of what goes on in social sciences and professional schools treats how things are as the best they could possibly be (in this, the best of all possible worlds). Advocacy may be an acceptable form of consciousness-raising, but it's far from the highest form of teaching. When I work with professors at Greenback, I really don't know how much sustainability-related advocacy they indulge in. My impression, and my sincere hope, is that it's not much. Advocacy is appropriate in the marketplace of ideas, but potentially troubling in the classroom. My objective is to get students to engage both with the material -- the facts -- and in some degree of substantive analysis. If a student seriously engages with the idea that natural resources (both sources and sinks) are finite, that the systems which interact to produce the planet's climate are many and complex, and that societies may have a responsibility to address problems of their own creation, then I'm satisfied. Not everyone has to agree with my conclusions about climate disruption, its causes, its likely costs for humanity if left unchecked, or the need to address it globally and immediately. What I comment on when I review student projects and papers is whether they demonstrate an understanding of the material, not whether that understanding matches my own.

I don't agree with G2G's entire post (especially the part about the mainstream media giving credence to Climategate - think Googlegate), but he's saying the right thing here. One of the main problems with the push to "infuse" sustainability into higher education is that it brings ideological advocacy into the classroom. If we are to have sustainability education in the university, the approach G2G is talking about sounds like the right one.

Some Really Crucial Research!

George Leef

Duke professor Dan Ariely is engaged in some research on attitudes towards sex toys. According to this story in the Raleigh News & Observer, a few people at Duke are upset. This reinforces my view that faculty research ought to be put on a free-market footing. That is, the norm should be a full teaching load (let's say 12 hours, although, speaking from experience, it isn't hard to do more), but if a professor can get sufficient outside funding for a research project to be able to buy a reduced teaching load, fine. That would lead to far less waste that the prevailing system, which has a low teaching load norm and assumes that professors will devote much of their time to useful research. What we get from that system is a lot of research that's done just for the sake of publishing. We should put academic research to the test of the market: Will people voluntarily pay for it?

Ideologues vs. Principles

Peter Wood

Check out my article at NAS.org, "Sustainability Skepticism Has Arrived." I juxtapose two news stories from this week on challenges to the sustainability doctrine:

These stories are parallel. Both Michael Pollan and Richard Steiner were caught off guard when challenged, then played the victim in the name of academic freedom—a skewed version of academic freedom. When David Wood sought to open Cal Poly’s eyes to the ideological agenda Pollan proselytizes, Pollan and others accused the university of cravenly capitulating to demands from the big bad corporate world. And when NOAA identified Steiner as going outside Sea Grant parameters by engaging in advocacy, Steiner said the University of Alaska had put a “gag order” on him.

If you are interested in helping the NAS expose the truth about the campus sustainability movement, send our list of “10 Reasons to Oppose the Sustainability Movement on Campus” to students, parents, faculty members, administrators, and news media.

Colleges Celebrate Sustainability, aka Redressing "Maldistribution"

Ashley Thorne

Today is the seventh annual Campus Sustainability Day (CSD), a celebration invented by the Society for College and University Planning (SCUP), in collaboration with Second Nature. Second Nature, remember, considers sustainability a tool to redress “past, present, and future maldistribution of resources, privileges and rights of endangered communities, of poor people, and of communities of color.” It believes that the university is the best place to foster sustainability advocacy, and that “The myth of the value-free university, that knowledge is attained for its own sake, stands in contrast to the reality that special interests always play a greater or lesser role.” As we speak, SCUP is streaming a live webcast on “Sustainability Strategies for Vibrant Campus Communities” to colleges that paid the $195 registration fee.

An Interview with Holly Swanson

Ashley Thorne

An Oregon-based organization called Operation Green Out! works “to get green politics out in the open and out of the classroom.”

Politics as Pedagogy?

Ashley Thorne

At Critical Mass, Erin O’Connor has an excellent take on a professor’s recent article justifying her use of the classroom for political activism. Professor Gemma Puglisi, who teaches a writing course at the American University in Washington, wrote in The Chronicle of Higher Education:

the entire experience has made me re-examine my own teaching. What role do we as professors have in our classrooms? Is it appropriate for us to use politics as a pedagogical tool? Do we have the right to use our classrooms for activism?

Puglisi thinks so, but O'Connor disagrees:

There is much to be said for fighting to ensure due process and to defend those we believe have been falsely accused. But Puglisi should have done it on her own time. The fact that she might have been on the side of the angels on this one doesn't justify her abuse of pedagogical privilege.

We couldn't have said it better.

UW-Oshkosh Students Reexamine Sustainability

Ashley Thorne

The University of Wisconsin-Oshkosh student newspaper, the Advance-Titan, has published an article about our article "Sustainability is a Waste." The staff writes, "the idea that an ideology enters any classroom unexamined is something students should be concerned about. As students, we have the first and foremost duty to educate ourselves for the future. Our goal should first be to learn something about the world before attempting to change it in ways we may not fully understand." We are pleased to see the Advance-Titan paying attention to the realities behind the campus sustainability movement.

Ideology and Disparity in College

Ashley Thorne

Ideas and Idealogues

Peter Wood

The Aspen Ideas Festival confuses social and political activism with scholarship.

Social Changelings

Ashley Thorne

Little PC men are coming after the hard sciences.

Reality Checks

Peter Wood

Political Correctness Run Amuck

Candace de Russy

Candace de Russy tells the story of a professor fired for voicing political views outside the classroom.

Closed Minds

Glenn Ricketts

A recently published book seeks to debunk the belief that professors politically indoctrinate their students.


Peter Wood

A professor at Carroll University is disappointed when she tries to teach students to be activists.

NO BIG DEAL...but many small ones

Peter Wood

How campaigning-for-credit undermines academic value

About Face in Amherst

Peter Wood

Here's what really happenned when U Mass tried to cover its tracks after getting caught offering students academic credit for volunteering in the Obama campaign.

College Credit for Campaign Volunteers

Peter Wood

Students are earning academic credit for helping out in the presidential campaigns.

Fairy Tales for Freshmen: Mile-High Propaganda

Ashley Thorne

Once upon a time, a professor of freshman English imposed his politics on the class. Actually, it was only last week at Metro State College.

The Georgia Diversion: Faculty Aren't Biased, Students Are, Says the Peach State. Really?

Peter Wood

The University System of Georgia conducted a "Survey on Student Speech and Discussion," which has been heralded as proof that the U.S. doesn't have a problem with bias in the classroom. But we have our doubts. Clouding the results is a mistaken substitution of "tolerance" for freedom of speech.

A Degree in Agitprop

Peter Wood

Prompted by one of our Argus volunteers, NAS looks into a degree program in social justice education at U Mass Amherst. There we find one of those fantasy studies we thought existed only in such realms as Miskatonic or Hogwarts.

Stanley Fish for Conservative Chair

Ashley Thorne

We may have found the man for the job at UC Boulder.

A Response to the AAUP's Report, "Freedom in the Classroom"

The American Association of University Professors released its Report on 11 September 2007. In that document, the AAUP provides cover for teachers who introduce extraneous, often politically tendentious material into their classes. To rationalize such behavior, the AAUP argues that truth is whatever the members of an academic discipline say it is. In our response, the NAS executive director and president take issue with that and other AAUP contentions.