“Universities not only can be the product, but also the guardians of democracy, both at the same time”
Throughout history, universities have often been more than just educational institutions. They are places of freedom and knowledge, providing a foundation for societies aiming to grow and improve—and this debate has recently become more intense than ever. “Higher education is a pillar of democracy, and when you undermine it, you are threatening democracy,” said Irene Mulvey, past president of the American Association of University Professors and Professor Emerita of Mathematics at Fairfield University, at a lively SNF Dialogues discussion that included academics and students who highlighted campuses’ dual role as both engines of knowledge creation and as guardians of civic society. The SNF Dialogues discussion, which took place virtually on November 12, explored the evolving role of universities in upholding democratic values, covering a range of topics from academic freedom to social responsibility.
During the discussion, a survey of 1,000 US university students, conducted by the research agency YouGov on behalf of SNF Dialogues, revealed their views on the role of universities in democracy today and offered insight into how they envision it for the future. Based on it, 90% of students think that universities “should do more when it comes to supporting free expression.” This finding, among others, helped spark productive dialogue between the academics and the students participating in the discussion. The full analysis of the findings will be published soon on snfdialogues.org.
“From their very inception, universities have been the heart of academic knowledge and research and the driving force behind helping societies evolve. Often they have also been arenas for the fight for democracy and free speech,” said SNF Dialogues Executive Director, Anna-Kynthia Bousdoukou, adding that “universities not only can be the product, but also the guardians of democracy, both at the same time” and urging us to see universities as both hubs of critical inquiry and centers for social responsibility.
The student participants expressed feeling both the value and the vulnerability of their voices on campus. As University of Pennsylvania student, Faith Applegate, shared, recent political unrest left students uncertain and anxious. “There was a lot of fear about retaliation, and students were worried about being doxed or facing backlash for expressing their views,” she explained. “It was a really disheartening time,” University of Delaware student, April Anthony, added. Similarly, Columbia University student, Anna Oakes, spoke of the “fragile trust” that students experience with university administrations, observing how a bubble of isolation can sometimes grow on campuses, making students feel excluded from the broader societal issues in which they seek to engage. University of Nebraska-Lincoln student, Luke McDermott, asserted that universities, increasingly corporatized, view disruption not as a valuable learning experience but as an interruption of the “product” students are buying.
The conversation also examined the importance of academic self-governance. Heterodox Academy President, John Tomasi, warned that academic freedom could be in jeopardy if universities don’t take ownership of their issues. Reflecting on challenges in higher education, he said, “Academic self-governance is the best protector of academic freedom. But if we don’t take care of universities ourselves, outsiders will come in and do the job for us.” J. Tomasi envisions a future where universities might learn to “heal themselves” by being honest about their own failings. As he sees it, as universities work to become more inclusive, ironically, people seem increasingly reluctant to speak openly with one another on campus.
Hahrie Han, director of the SNF Agora Institute at Johns Hopkins University, brought the conversation full circle with a challenge to rethink what it means to educate for democracy. She asked, “How often are people invited into opportunities to really engage in and learn how to contest ideas?” H. Han pointed out that while universities ideally prepare students to tackle society’s toughest issues, the practice of engaging across ideological divides remains rare. Students, she suggested, should not only learn to share their views but should be trained in how to listen to those they may not agree with, pointing out that recent campus protests have raised questions about whether universities are fulfilling their mission.
The complexity of universities’ place in democracy was underscored by John Holmwood, Emeritus Professor of Sociology at the University of Nottingham, who argued that the politicization of universities is both an internal and external issue. “The threat to free speech comes in part from politicians,” J. Holmwood observed, “and the way in which they utilize campus disruption for political ends.” Universities, he urged, need to be thought of as “a community of communities,” diverse in their contributions and essential to a pluralistic society. He suggested moving beyond the question of “How do we manage the university for democracy?” and instead viewing universities as exemplars of modern democracy itself. Yet J. Holmwood cautioned that “part of the problem is how the university is being constructed in the public imagination,” which is often out of step with the actual student experience.
As I. Mulvey puts it, “democracy is messy, it’s hard work,” and there’s a need to better convey the importance of academic freedom, free speech, and student protest, all while advocating for accessible higher education as a key to social mobility.
Johns Hopkins University President, Ron Daniels, made brief remarks at the beginning of the discussion, arguing that universities are not merely passive beneficiaries of democratic freedoms; they are obligated to actively support and sustain them. He reminded us of the power of education to bridge divides: “We must equip students, staff, faculty, and all in our communities with the skills and capacities to engage across lines of difference.” In a polarized world, he continued, this role is more crucial than ever. “It will take all of us… to take up the project to repair and ensure the continued flourishing of the democracies of which we are a part.”
This SNF Dialogues discussion—the third in a series of open discussions on civic engagement and civil discourse in the US—offered both a mirror reflecting the realities of today’s academic landscape and a map charting a way forward for universities to recommit to their democratic mission. At a time when campuses face unprecedented pressures, the gathering reminded us of higher education’s highest calling: to be spaces where democracy is not only taught but practiced.
Watch the discussion here.
This write-up was provided by SNF Dialogues