Academic Freedom: How Marquette Demonstrated Their Lack of Respect for It
[Last weekend, my brother and I had a conversation about Jodi O’Brien’s experience with Marquette, and I told him that if he wrote up his thoughts, I’d be happy to put them here. Now that he has, I’m even happier to: they’re well-considered, focused, and well expressed, which is why you should read this. But mostly you should read it because it’s important.
The following is a guest blog by Conor Mahoney:]
The Marquette University Faculty Handbook states:
(a) The teacher is entitled to full freedom in research and in the publication of results, subject to the adequate performance of his/her other academic duties; but research for pecuniary return should be based upon an understanding with the authorities of the institution.
When I think of the purpose of a university, I often think it is two-fold: to teach students to think intellectually and intelligently and to be an institution of ongoing learning and research. At least, as a student at a Jesuit school, it is my understanding that the intellectual practice of research is integral to not only obtaining a good education but to the fundamental beliefs on which education is built. Time and again, we learn the lessons of Galileo’s struggle and the Church’s persecution of him as a result of his beliefs. We are taught that the lack of scientific freedom at the time was a tragedy. But does the line stop with the hard sciences? Is academic freedom less important in sociology, political science, and anthropology? Are they subjects we can study, but without deserving the same respect and freedom in findings the “hard” sciences, with their scientific method and fancy tools, command?

