Academic Freedom: A Bibliography
Academic freedom is a subject with many facets: academic freedom of public and private school teachers, of university professors, of universities themselves, and of students. In this bibliography, I have concentrated on articles about academic freedom at a post-secondary level. There are some articles concerning the academic freedom of universities, but most deal with professors. Because this issue celebrates the fiftieth anniversary of the 1940 Statement of Principles on Academic Freedom and Tenure, I have examined publications only from 1940 to the present. The books included are those that focus mainly on academic freedom, rather than those with only a small section on that topic. The articles deal with the legal aspects of academic freedom, and almost all are from legal periodicals.' All materials are in English and concern academic freedom issues in the United States. Within the criteria stated above, I have tried to be comprehensive in my search for materials. I have searched both through the legal journal indexes and through the footnotes of the articles themselves. Omitted entirely are articles about specific challenges to academic freedom reported on in the journal of the American Association of University Professors, at different times called Academe and the AA UP Bulletin. The association has devoted much space to particular academic freedom cases, and anyone interested in these reports need only look at individual issues of the journal.
"A Higher Order of Liberty in the Workplace": Academic Freedom and Tenure in the Vortex of Employment Practices and Law
In 1915, the American Association of University Professors ("AAUP") issued a manifesto proclaiming the need for academic freedom and tenure for professors. Critics challenged these demands in part because they claimed for professors liberties and job security not vouchsafed to other employees. A committee of the Association of American Colleges ("AAC"), then the leading organization of liberal arts institutions, replied to the 1915 Declaration by invoking the principle of subordination embedded in the employment relationship:
The Intuitive Physics of the Equilibrium of the Lever and of the Hydraulic Pressures: Implications for the Teaching of Elementary Physics.
The research field of intuitive physics focuses on discrepancies between 
theoretical and intuitive physical knowledge. Consideration of these 
discrepancies can help in the teaching of elementary physics. However, 
evidence shows that theoretical and intuitive physical knowledge may also 
be congruent. Physics teaching could further benefit from understanding the 
reasons for this congruence. The present study explored these reasons by 
investigating the intuitive physics of the equilibrium of the lever and of the 
hydraulic pressures. It was found that the intuitive-physics law of the lever 
was multiplicative for all participants while the intuitive-physics law of the 
hydraulic pressures differed among participants. Since these laws are 
equally simple and the layman probably has had extensive experience with 
the lever and scarce or no experience with the hydraulic lift, these findings 
support the general hypothesis that physical laws and corresponding 
intuitive-physics laws are congruent when people have had experience with 
the respective phenomena. The results and theoretical considerations suggest 
two strategic principles for teaching elementary physics.