ACTA in the NewsInstitutional Neutrality
School’s out, and academia is due for a protest reckoning
The Columbia University Apartheid Divest coalition issued five demands: that Columbia divest assets that benefit from “Israeli apartheid...
Tony Banout, Executive Director, and Tom Ginsburg, Faculty Director of the University of Chicago’s New Forum for Free Inquiry and Expression join Steve McGuire, ACTA’s Paul & Karen Levy Fellow in Campus Freedom, to discuss institutional neutrality — the idea that universities should not take official positions on social and political controversies. While explaining how this position supports the truth-seeking purpose of the university and free expression on campus, they also explore its history at the University of Chicago, tracing it from the 1967 Kalven Report to the University’s founding. Finally, they discuss various exceptions to the rule and times when universities might be obligated to speak up, even while adhering to a general policy of institutional neutrality.
Download a transcript of the podcast HERE.
Note: Please check any quotations against the audio recording. The views expressed by guests on this podcast are their own and may not necessarily reflect those of ACTA.
The Columbia University Apartheid Divest coalition issued five demands: that Columbia divest assets that benefit from “Israeli apartheid...
In the aftermath of the horrific events that took place in Israel on October 7, college and university leaders across the country have grappled with serious questions about institutional neutrality, the right to free speech, and protecting students from harassment. On April 11, 2024, the American Council of Trustees and Alumni hosted a webinar exploring […]
In February of 2024, ACTA sent a letter to all governing board members at over 1,500 four-year public and private institutions asking that their boards consider adopting a policy of institutional neutrality. The letter states, "Colleges and universities that remain above the political fray can most effectively help students learn how to think, not what to think.
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