Category Archives: furman university

Academic Freedom, furman university

The Lines Furman Must Not Cross

[Header Photo by Chloë Forbes-Kindlen on Unsplash]

You can read the resolution here

April 23, 2025

We, the faculty of Furman University, in our role as stewards of this institution, reaffirm Furman’s mission to support “rigorous inquiry, transformative experiences, and deep reflection.” This mission calls us to preserve a community where freedom of thought and expression is actively defended, even when doing so is costly.

We are gravely concerned that our mission is in danger. Growing political pressures seek to curtail international education, narrow institutional autonomy, restrict academic freedom, and suppress open discourse. These pressures—whether through legislation, policy threats, or public intimidation—undermine the core values of the liberal arts and the very foundation of higher education. The coercive tactics used to enforce such restrictions jeopardize not only our institutional mission but also the well-being of individuals who contribute to it—students, employees, and the communities we serve.

We are troubled to see other institutions respond to these pressures by compromising their values, narrowing the boundaries of inquiry, and chilling protected speech. Furman must not follow this path. Our Statement on Free Expression and Inquiry is based on the “foundational belief that diverse views and perspectives deserve to be articulated and heard, free from interference.”

Furman’s leadership must continue to support policies that safeguard expression, uphold human dignity, and foster inclusive dialogue. As faculty, we pledge to defend these commitments, and to hold ourselves and our institution accountable to them—especially in moments of crisis.

To that end, we assert that we will not betray the following principles: 

Academic Freedom is Nonpartisan and Nonnegotiable

We will not permit external pressures to determine what or how we teach, whom we hire, or the direction of our research. Furman’s academic mission exists not to serve ideology, but to pursue truth through open, critical, and disciplined inquiry.

Free Inquiry is Foundational to a Learning Community

In accordance with Furman’s Statement on Free Inquiry, we commit to defending the right of all members of the Furman community to express differing—even controversial—views without fear. Offense is not a sufficient justification for censorship.

Dignity, Respect, and Inclusion Enhance—Not Inhibit—Freedom of Thought

We affirm the worth of every individual and the necessity of diverse voices in the search for understanding. We reject any effort to pit freedom of expression against the dignity of persons; both are essential to a thriving community.

Solidarity with Vulnerable Members of Our Community

We will advocate for and protect students, faculty, and staff who may be targeted due to their political beliefs, immigration status, or identity. Furman must remain a place of open and active inquiry—not surveillance or exclusion. Faculty will use our academic freedom and resources to push for legal protection and other support for any of our campus community who requests it in the face of bullying and intimidation.

We affirm our responsibility not only to preserve Furman’s mission in the present, but to also ensure that in years to come, we can look back with pride—knowing that we upheld the values that make this university a place of real learning, meaningful dialogue, and thriving community.

—With appreciation to the model provided by “The Lines We Must Not Cross” of the Emory Faculty Council, 4/15/2025

Academic Freedom, book banning, Cancel Culture, Censorship, Critical Race Theory, Education, fascism, free speech, furman university, literature, science fiction, Teaching

Academic Freedom Isn’t Free

My poem The 451 App (22 August 2022) is a science fiction/dystopian musing about the possibility of technology providing a comforting veneer to the creeping rise of totalitarianism—a simple App appearing on everyone’s smartphone before erasing all our books.

The point of the poem is less about technology and a dystopian future (alluding of course to Fahrenheit 451) and more about another work of literature: “The best lack all conviction, while the worst/Are full of passionate intensity” (“The Second Coming,” William Butler Yeats).

For me, this unmasking of the human condition has always been haunting; it also has become disturbingly relevant in the Trump/post-Trump present in which we live.

Real life is always far more mundane than speculative fiction—and far more shocking.

The “worst,” “full of passionate intensity,” launched an assault on academic freedom in the final months of the Trump administration. The initial wave seemed poised at The 1619 Project and a manufactured Critical Race Theory scare.

By January of 2022, a report found that educational gag orders passed in states across the U.S. were having a significant and chilling effect:

We found that at least 894 school districts, enrolling 17,743,850 students, or 35% of all K–12 students in the United States, have been impacted by local anti “CRT” efforts. Our survey and interviews demonstrate how such restriction efforts have been experienced inside schools as well as districts. We found that both state action and local activity have left many educators afraid to do their work.

The Conflict Campaign (January 2022)

As bills have increased since this report, the number of teachers and students impacted are certainly higher.

Concurrent with educational gag order legislation, book banning has increased dramatically, as reported by PEN America:

• In total, for the nine-month period represented, the Index lists 1,586 instances of individual books being banned, affecting 1,145 unique book titles. This encompasses different types of bans, including removals of books from school libraries, prohibitions in classrooms, or both, as well as books banned from circulation during investigations resulting from challenges from parents, educators, administrators, board members, or responses to laws passed by legislatures. These numbers represent a count of cases either reported directly to PEN America and/or covered in the media; there may be other cases of bans that have not been reported and are thus not included in this count.

• The Index lists bans on 1,145 titles by 874 different authors, 198 illustrators, and 9 translators, impacting the literary, scholarly, and creative work of 1,081 people altogether.

• The Index lists book bans that have occurred in 86 school districts in 26 states. These districts represent 2,899 schools with a combined enrollment of over 2 million students.

Banned in the USA: Rising School Book Bans Threaten Free Expression and Students’ First Amendment Rights

Republicans and conservatives have steadily created an environment of fear around teaching and learning, which is being detailed now by teachers experiencing that fear (with many leaving the field):

Last year, I was quoted in an article in the School Library Journal about how I discussed toxic masculinity with my high school students when we read Shakespeare’s “Romeo and Juliet”together. Within days, far-right publications twisted my words to denounce “woke liberal indoctrination in schools.”

Strangers sent me messages on social media accusing me of indoctrinating students, of being unprofessional and unintelligent. I received a handwritten letter addressed to me at school. The letter accused me of being a “low-life, pseudo-intellectual, swallow-the-lib/woke/b—s— koolaid a — h—-.” [The hyphens were added to replace letters because of Washington Post style and not in the original].

‘Educators are afraid,’ says teacher attacked for ‘Romeo and Juliet’ unit, Sarah Mulhern Gross

This movement is driven by lies and fear mongering, but it depends on the missionary zeal of the liars and fear mongers as well as the passivity of “the best” among us.

My childhood and adolescence were profoundly shaped by books and movies—often the science fiction loved by my mother.

Along with The Andromeda Strain (film adapted from Michael Crichton’s novel), two films based on Ray Bradbury’s work remain with me today—The Illustrated Man and Fahrenheit 451.

There is a profound darkness and fatalism in these works, but in Fahrenheit 451, I was struck by the optimism and power of the individuals who walked around repeating the books they had become.

These people, the best among us, seem to suggest Bradbury held on to some sliver of hope.

It seems overwhelming to consider that as sentient creatures we are doomed to not recognize that things matter until they have been taken from us—taken from us with almost no resistance, with almost no recognition of the book being gently slipped from our hands and then our minds.

Academic freedom isn’t free, but without free minds—freedom to teach, freedom to learn, freedom to read and consider—we are no longer fully human.

Recommended

National Days of Teaching Truth

My 31 texts for 31 days in May

Freedom to Teach: Statement against Banning Books (NCTE)

Banning Books Is Un-American

Banned in the U.S.A. Redux 2021: “[T]o behave as educated persons would”

Censorship and Book Burning: A Reader [Updated]

Furman faculty pass resolution rejecting pending state legislation aimed at academic freedom

Educators’ Right and Responsibilities to Engage in Antiracist Teaching (NCTE)

Education, furman university, Kurt Vonnegut, race, racism

2016 Furman University Graduation Speeches

Leave a comment

I am no fan of ceremony—especially ones that trap you for hours in a false setting of formality—and I am equally no fan of what is often a hollow part of the graduation ceremony experience, the graduation speech.

I am a fan of one of the masters of graduation speech as satire and brilliance, Kurt Vonnegut.

At the 2016 Furman University graduation, however, I witnessed two wonderful addresses—one by a student and one by a university board member. I invite you below to read the transcripts:

Read W. Randy Eaddy’s address

Regardless of the activity, the key questions are these:  Who will you call (or text) to invite?  Who will accept the invitation and come?  Who will not?  And, in each case, Why?

Will you invite, for example, any of the following people who may work at your company, or who may be enrolled with you in same graduate program, or whom you otherwise see frequently and with whom you are cordial, but who are not part of your circle for personal social interactions:  the woman who wears a hijab?  The man who speaks with a thick foreign accent and is sometimes difficult to understand?  The woman whom you saw wearing a “Black Lives Matter” tee shirt?  The guy who has a buzz cut and likes to wear cowboy boots?

Imagine the answers if you are working, affirmatively and purposefully, to achieve a deep, first hand, understanding of the self-defining perspectives of other people.

I realize that interacting with people who appear to be different makes most of us uncomfortable and uneasy.  “What will my friends think?”  “How will they react to these unfamiliar other people?”  “How will they react to me for inviting these other people?”

Read student Nathan Thompson’s address

President Davis also suggested in her inaugural address that, “maybe it’s time to progress from the idea of service and service learning to equal partnerships and mutual stewardship of place.” Put simply, we must become women and men who are not just for others, but with them. Our work and service aren’t acts of resume building and self-congratulation; they are the foundation of relationships between equals.

See Also

My Speech to the Graduates: Don’t Listen to Graduation Speakers