Titlebook: Academic Freedom in an Age of Conformity; Confronting the Fear Joanna Williams Book 20161st edition The Editor(s) (if applicable) and The A

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https://doi.org/10.1007/978-981-19-4215-0ever, disciplines also curb dissent and encourage conformity to particular norms. In relation to academic freedom, then, disciplines serve as a practical realization of a marketplace of ideas while at the same time imposing limits on what is considered acceptable academic work.

Prologue

Book 20161st editione freedom of academic thought and the progress of knowledge – the very foundations upon which academia and universities are built. .Once, scholars demanded academic freedom to critique existing knowledge and to pursue new truths. Today, while fondness for the rhetoric of academic freedom remains, it

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https://doi.org/10.1007/978-981-19-4215-0n on one hand, and the drive towards disciplinary specialization on the other. Both trends brought to the surface assumptions about the purpose of a university, and the need for scholars to be able to question previously held knowledge, that resulted in demands for academic freedom.

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2662-7329 hlights the importance of open discussion within higher educAcademic freedom is increasingly being threatened by a stifling culture of conformity in higher education that is restricting individual academics, the freedom of academic thought and the progress of knowledge – the very foundations upon wh

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Subroutines and Output to the Screen, preventing terrorism, or the place of academic freedom in a marketized higher education sector where commercial interests often dominate. It is important that such questions are being asked, even more so when academic freedom is considered in the broader context of the purpose of a university.

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Equal Piles for Assembly Line Balancingera of professional autonomy few wish to jettison entirely. Issues such as the introduction of national anti-terrorism legislation provide a useful rallying point for those keen to remember past principles.

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Front Matterus, the research project presented here investigates facilitating diagnostic competences in live and video history-taking simulations. In this chapter, the theoretical background and the design, development, and validation process of the learning environment for this research project are described.