The book was first published in 1988 and was revised 20 years later to take account of developments such as the fall of the Soviet Union. There has been debate about how the internet has changed the public´s access to information since 1988.
“We develop a model that clarifies the respective advantages and disadvantages of academic and private-sector research. our model assumes full protection of intellectual property rights at all stages of the development process, and hence does not rely on lack of appropriability or spillovers to generate a rationale for academic research. instead, we focus on control-rights considerations, and argue that the fundamental tradeoff between academia and the private sector is one of creative control versus focus. by serving as a precommitment mechanism that allows scientists to freely pursue their own interests, academia can be indispensable for early-stage research. at the same time, the private sector’s ability to direct scientists towards higher-payoff activities makes it more attractive for later-stage research.”
Academic and Professional Freedom. (1969). British Medical Journal
“This introductory chapter presents the reader with an overview of the historical trends, current status and market developments in academic and professional publishing, and a dark cloud gathering over the industry. the chapter notes how these widespread changes are addressed throughout the book, with chapters providing insight into the integrated, innovative and multi-disciplinary approaches publishers are applying to adapt to the challenges facing the industry and take publishing forward. it also outlines what publishers do, how publishers add value and what the future may look like for the industry.”
Philip G . Altbach. (2001). Academic Freedom : International Realities and Challenges. Higher Education
“Academic freedom is a central value of higher education. it affects the academic profession in all aspects of academic work. yet, academic freedom is rarely discussed in the context of the changes taking place in higher education in the current period. the concept is defined in a historical and comparative framework, and the challenges facing academic freedom around the world are discussed.”
Hill, H. H.. (1955). Academic Freedom and Responsibility. Peabody Journal of Education
“Academic freedom has become a contested category within the united states. on the one hand, conservative scholars have sought to use the term to criticize what they perceive as political correctness in the academy, whereas progressive scholars have sought to bolster academic freedom as a principle that safeguards academic self-determination over and against corporate and government intrusion. recently i published a debate with robert post in academic freedom after september 11. 1 this collection was first of all an effort to understand the definition and range of the concept of academic freedom. in his contribution, post argues that the way to pre-serve academic self-governance is to allow tenured faculty to make judg-ments about curriculum and appointments because they have undergone the relevant professional training in a given discipline and so are uniquely prepared to make these sorts of judgments. to protect academic freedom in this domain, then, depends upon our ability to protect the singular professional capacities that tenured faculty have assumed by virtue of pro-fessional training and practices of peer review. for post, the viability of the institution of academic freedom is founded upon established and agreed-upon academic norms, set and enforced by a professional class of educators who know the fields in question, and these norms, in turn, enable the kinds of research and teaching that we do. these norms, in fact, are the legitimating condition of our academic freedom. i have agreed with post that academic self-governance, which is crucial”
Giroux, H. A.. (2006). Academic Freedom Under Fire: The Case for Critical Pedagogy. College Literature
“Part of a special issue on current right-wing attacks on academic freedom in the united states. there is much more at stake in the current assault on the university than the issue of academic freedom. right-wing extremists and corporate interests are making a concerted attempt to strip the professoriate of any authority, render critical pedagogy as merely an instrumental task, eliminate tenure as a protection for teacher authority, and remove critical reason from any vestige of civic courage, engaged citizenship, and social responsibility. it is critical that academics both develop a theoretical framework for engaging critical pedagogy and develop a defense for its use in the classroom as part of a broader project of linking education to democratic values, identities, public spaces, and relationships.”
Davies, M.. (2015). Academic freedom: a lawyer’s perspective. Higher Education
“The article provides information on the challenges faced by professors in dealing with academic freedom in the u.s. it mentions that it has never been clear if academic freedom is something that belongs to the educational institutions where the professors work or to professors. it states that the quality of higher education will nearly fall without academic freedom.”
Aarrevaara, T.. (2010). Academic freedom in a changing academic world. European Review
“This article considers the academic profession and academic freedom in light of the results of the changing academic profession (cap) survey in finland and four other european countries. academic freedom is examined as a phenomenon that provides a setting for goal determination by members of the academic profession. it has a bearing on both institutional autonomy and individual academic freedom, i.e. the freedom of research and teaching. academic freedom can be examined on the basis of material from the cap survey through the questions about the freedom of teaching, the definition of work, working as a member of a community, the power of influence, funding, and the evaluation of quality. the concept of academic freedom varies slightly between countries, in part because of the growth of higher education systems and because of the increasing demand for ‘relevance’ being imposed on universities. [abstract from author]”
Brown, R. S., & Kurland, J. E.. (2014). Academic Tenure and Academic Freedom. Law and Contemporary Problems
“Tenure, like any other large, occasionally inefficient system, will probably remain under attack for years to come. anecdotal evidence of inferior scholars and teachers shielded by tenure makes a powerful hostile argument, though not a valid one. the economic and social costs of the tenure system are, we believe, outweighed by the fact that tenure is vital to academic freedom. no other proposed alternative (such as legal defenses, internal safeguards, less-than-career tenure, or tenure review) can provide adequate protection to the academic community. a greater danger to the tenure system than outright abrogation is continued circumvention. deficiencies in the due process accorded fired professors, dubious financial exigency claims by colleges and universities, the discontinuation of entire programs, and, especially, runaway expansion of nontenure-track positions threaten not to tear down the tenure system, but to weaken it severely.”
Karran, T.. (2009). Academic freedom in Europe: Time for a Magna Charta?. Higher Education Policy
“This paper is a preliminary attempt to establish a working definition of academic freedom for the european union states. the paper details why such a definition is required for the european union and then examines some of the difficulties of defining academic freedom. by drawing upon the experience of the legal difficulties beset by the concept in the usa and building on previous analyses of constitutional and legislative protection for academic freedom, and of legal regulations regarding institutional governance and academic tenure, a working definition of academic freedom is then derived. the resultant definition, which, it is suggested, could form the basis for a european magna charta libertatis academicae, goes beyond traditional discussions of academic freedom by specifying not only the rights inherent in the concept but also its accompanying duties, necessary limitations and safeguards. the paper concludes with proposals for how the definition might be tested and carried forward. [publication abstract]”
Thomas, N.. (2010). The politics of academic freedom. New Directions for Higher Education
“This is a thematic examination of the most influential ideas and writings on leadership. the text creates order from the chaos of leadership literature, and its structure, style and original approach encourages reader reflection.”
Website keywords: Liberty of thought; Freedom of thought; Sovereignty of consciousness; Psychological self-determination; Neuroethics, Neurorights; Mental integrity; Psychological continuity; Psycho-cybernetics.
The Working Group on Arbitrary Detention is deeply concerned about this course of action including the disproportionate sentence imposed on Mr. Assange. Read the official UN statement
“Men fear thought as they fear nothing else on earth — more than ruin, more even than death. Thought is subversive and revolutionary, destructive and terrible, thought is merciless to privilege, established institutions, and comfortable habits; thought is anarchic and lawless, indifferent to authority, careless of the well-tried wisdom of the ages. Thought looks into the pit of hell and ilis not afraid … Thought is great and swift and free, the light of the world, and the chief glory of man.”
~ Nobel laureate Lord Bertrand Russell (1920) “Why Men Fight: A Method of Abolishing the International Duel” pp. 178-179
Full text (ebook) available on the Project Gutenberg: www.gutenberg.org/ebooks/55610
Education as a system of indoctrination – Prof. Noam Chomsky (Video)
“It must not be supposed that the officials in charge of education desire the young to become educated. On the contrary, their problem is to impart information without imparting intelligence. Education should have two objects: first, to give definite knowledge — reading and writing, languages and mathematics, and so on; secondly, to create those mental habits which will enable people to acquire knowledge and form sound judgments for themselves. The first of these we may call information, the second intelligence. The utility of information is admitted practically as well as theoretically; without a literate population a modern State is impossible. But the utility of intelligence is admitted only theoretically, not practically; it is not desired that ordinary people should think for themselves, because it is felt that people who think for themselves are awkward to manage and cause administrative difficulties. Only the guardians, in Plato’s language, are to think; the rest are to obey, or to follow leaders like a herd of sheep. This doctrine, often unconsciously, has survived the introduction of political democracy, and has radically vitiated all national systems of education.”
The term “Liberty” is etymologically derived from the Latin libertatem which can translated as “civil or political freedom, condition of a free man; absence of restraint;” cognate to liber “free”. Ex vi termini, “cognitive liberty” is semantically synonymous with “the right to psychological self-determination“. It implies that human creatures have the universal freedom (viz., sui iuris) to control and determine their own psychology, i.e., their cognitive processes, emotions, and all aspects of consciousness. It is thus essential to the universal principle of freedom of thought (Article 91 of the Human Rights Act 1998) which in turn forms the basis (s.c., a condicio sine qua non) for the right to freedom of speech/expression. As Erich Fromm articulated it: “The right to express our thought, however, means something only if we are able to have our own thoughts; freedom from external authority is a lasting gain only if the inner psychological conditions are such that we are able to establish our own individuality” (Fromm, The fear of freedom, 1942; pp.207-208). Self-determination is a cardinal principle in international law (jus cogens).2 Given the significant recent advances in psychology, the neurosciences, computer science, and artificial intelligence, cognitive liberty is becoming a topic of great concern for all human beings. This website is specifically devoted to this timely topic and provides information from a diversity of sources (an integral interdisciplinary approach is adopted to elucidate the topic from a plurality of perspectives). Insights derived from psychology, the cognitivesciences, and the neurosciences enable the manipulation and control of cognition and consciousness, oftentimes specifically targeting unconscious processes. Moreover, advances in computer science and cybernetics (e.g., Bayesianalgorithms/deep learning convolutional neural networks) enable science to systematically tailor and “steer” information (the flow of perceptual input) to affect cognition and emotion (and consequently behavior) in prespecified and highly predictable ways. Especially unconscious psychological processes can be effectively exploited because humans are generally unaware of the programmatic excitability of unconscious mechanisms. This imbalance creates a power-differential between those who know how the human mind can be manipulated (viz., the financial power elite which utilizes media and a large segment of academic science for their purposes; cf. Mausfeld, 2017) and those who do not posses a detailed understanding of psychological manipulation and behavior modification techniques (i.e., the general populous). The list of evolutionarily inbuilt psychological weaknesses (vulnerable psychological exploits) is long and has been extensively studied by several generations of scientist, specially in the domain of behavioral economics (i.e., Kahneman & Tversky’s “heuristics & biases” research agenda).
The following application provides a synopsis of numerous cognitive biases which are well documented in psychology:
Open ‘Cognitive Bias Codex’ application in a lightbox modal window (you can zoom via the mouse-wheel)
The adumbrated psychological & technological developments are unprecedented in the evolution of the human species and have far-reaching ramifications for life on this planet as a whole because it is obvious that human behavior has a significant detrimental impact on the ‘Earth System’ . The relatively novel terms anthropocene & holocene are used in this context of destruction and mass extinction. These terms refer to an important psychological self-reflective insight science has developed, the insight that human behavior destroys the global ecosystem. Because human behavior is governed by psychology it is crucial that human beings are allowed to think freely in order to be able to choose a more rational course of action. Freedom of thought needs to be fostered. Currently, a large proportion of society is transformed into mindless conformist consumers (i.e., by the mass-media and other cybernetic methods of psychological programing). This manipulative modus operandi seriously impedes the unfoldment of virtuous human potential (contrariwise primitive egocentric cognitive schemata are constantly reinforced in the ego-driven system of consumerism which is based on wish-fulfillment , satisfactions, ingestion, introjection, consumption, competition, comparison, and other egoic human “drives”). In fact, the term homō consumens has been proposed as a more fitting substitute for homōsapiēns; a clearly self-inflated nomenclature which is etymologically derived from the Latin sapere3and thus translates into the wise or rational man – to be taxonomically exact homōsapiēns sapiēns – which duplicates the anthropocentric hubris.
The boiling frog analogy & Sôritês paradoxon
The boiling frog is an analogy describing a frog being slowly boiled alive. The premise is that if a frog is thrown suddenly into boiling hot water, it will immediately jump out. However, if the frog is put in cold water which is then slowly and gradually brought to a boil, it will not perceive the danger, sit still, and will therefore be cooked to death. Applied to human cognition & behavior the analogy could be interpreted as follow: If the environment changes gradually (microgenetically) in an incremental step-wise fashion, humans have great difficulty to recognize the change because each step in the evolution of the system (i.e., the change in the environment) is not drastic at all. However, over an elongated period of time the system changes significantly and the additive long-term effect of numerous small changes have extreme consequences. The question thus is: When does the system change from stable to chaotic, i.e., from “from lukewarm to boiling hot”. Per analogiam, the demarcation criterion between hot versus cold (chaotic versus stable) is not clearly defined. In the cognitivesciences this ambiguity is discussed under the header “vagueness of attributes”.4 In philosophy this is an ancient paradox known as Sôritês paradoxon (or the problem of the heap).5 The paradox is based on the seemingly simple question: When does a heap of sand become a heap? (When does the system “switch” from being life-supporting to deadly.)
Sôritês paradoxon can be expressed as a conditional syllogistic argument (modus ponens). N.B. You can replace the variable “grain of sand” with “toxic chemical molecules” in the context of environmental pollution; or with the “cutting down of trees” in the context of global deforestation; or with the “loss of species” in the context of anthropogenic reduction of biodiversity; et cetera pp.
1 grain of sand does not make a heap.
If 1 grain of sand does not make a heap, then 2 grains do not either.
If 2 grains do not make a heap, then 3 grains don’t.
If 999999,99999 grains do not make a heap, then 1 million grains don’t.
∞ ad infinitum…
∴ Ergo (Therefore)
1 million grains don’t make a heap.
The Bald Man (phalakros) paradox is another allegory which illustrates the point: A man with a full head of hair is not bald. The removal of a single hair will not turn him into a bold man. However, diachronically, continuous repeated removal of single hairs will necessarily result in baldness. However, it is unclear when the “critical boundary” has been transgressed. In the psychology of reasoning this is termed the continuum fallacy. The informal logical fallacy pertains the argument that two states (i.e., cold vs. hot; falsum vs. verum) cannot be defined/quantised as distinct (and/or do not exist at all) because between them there exists a continuum of states (cf. many-valued logic/fuzzy logic). The fundamental question whether any continua exist in the physical world is a deep question in physics (cf. atomism). Deterministic Newtonian physics stipulates that reality is continuous. Per contrast, contemporary quantum physics is based on the notion of discrete states (quanta) as the notion of continuity appears to be invalid at the smallest Planck scale of physical existence.
Conditional Sôritês paradoxon in symbolic logic:
Mathematical Induction Sôritês paradoxon:
In linguistic terms, Sôritês paradoxon has been eloquently formulated by Black in 1937:
A symbol’s vagueness is held to consist in the existence of objects concerning which it is intrinsically impossible to say either that the symbol in question does, or does not, apply. …Reserving the terms of logic and mathematics for separate consideration, we can say that all “material” terms, all whose application requires the recognition of the presence of sensible qualities, are vague in the sense described. — M. Black (Vagueness: an exercise in logical analysis, 1937)
In the context of visual perception (psychophysics) Lord Bertrand Russel stated the following:
It is perfectly obvious, since colours form a continuum, that there are shades of colour concerning which we shall be in doubt whether to call them red or not, not because we are ignorant of the meaning of the word “red”, but because it is a word the extent of whose application is essentially doubtful. — B. Russell (Vagueness, 1923)
Figure 1. Sôritês paradoxon in visual brightness perception.
Figure 1 illustrates Sôritês paradoxon applied to visual perception (based on Russel’s argument). Adjacent luminance differences (e.g., tick-mark 1 versus 2) are indistinguishable by the human visual system while larger contrasts (e.g., tick mark 2 versus 3) are easily distinguishable.
“In this paper i offer a critique of the recent popular strategy of giving a contextualist account of vagueness. such accounts maintain that truth-values of vague sentences can change with changes of context induced by confronting different entities (e.g. different pairs through a sorites series). i claim that appealing to context does not help in solving the sorites paradox, nor does it give us new insights into vagueness per se. furthermore, the contextual variation to which the contextualist is committed is problematic in various ways. for example, it yields the consequence that much of our everyday (non-soritical) reasoning is fallacious, and it renders us ignorant of what we and others have said.”
Litman, L., & Zelcer, M.. (2013). A cognitive neuroscience, dual-systems approach to the sorites paradox. Journal of Experimental & Theoretical Artificial Intelligence
“The principle of stability now says that if sentence is true/false in a model m, then has to stay true/false if m is getting more precise. formally, let m = d, i be a refinement of m = d, i . then it has to be the case that for all : (i) if vm() = 1, then vm () = 1. (ii) if vm() = 0, then vm () = 0.”
Campbell, R.. (1974). The sorites paradox. Philosophical Studies
“The premises that a four foot man is short and that a man one tenth of an inch taller than a short man is also short entail by universal instantiation and ‘modus ponens’ that a seven foot man is short. the negation of the second premise seems to entail there are virtually no borderline cases of short men, while to deny the second premise and its negation conflicts with the principle of bivalence, if not excluded middle. but the paradox can be dissolved without resort to degrees of truth or any non-classical system of logic. if some true predications can be semantically uncertain in a sense suitable for defining borderline cases, the second premise can be denied without denying the vagueness of ‘short’ or reintroducing a sorites paradox along with higher order borderline cases.”
Hyde, D.. (2011). Sorites Paradox. In Stanford Encyclopedia of Philosophy
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“The sorites paradox is the name given to a class of paradoxicalarguments, also known as little-by-little arguments, which arise as aresult of the indeterminacy surrounding limits of application of thepredicates involved. for example, the concept of a heap appears tolack sharp boundaries and, as a consequence of the subsequentindeterminacy surrounding the extension of the predicate ‘is aheap’, no one grain of wheat can be identified as making thedifference between being a heap and not being a heap. given then thatone grain of wheat does not make a heap, it would seem to follow thattwo do not, thus three do not, and so on. in the end it would appearthat no amount of wheat can make a heap. we are faced with paradoxsince from apparently true premises by seemingly uncontroversialreasoning we arrive at an apparently false conclusion., the hooded man: you say that you know your brother. yet thatman who just came in with his head covered is your brother and you didnot know him.”
Cognition: That which comes to be known, as through perception, reasoning, or intuition; knowledge.
mid-15c., cognicioun, “ability to comprehend, mental act or process of knowing,” from Latin cognitionem (nominative cognitio) “a getting to know, acquaintance, knowledge,” noun of action from past participle stem of cognoscere “to get to know, recognize,” from assimilated form of com“together” (see co-) + gnoscere “to know,” from PIE root *gno- “to know.” In 17c. the meaning was extended to include perception and sensation.
1375–1425; late Middle English cognicioun < Latin cognitiōn- (stem of cognitiō ), equivalent to cognit(us), past participle of cognōscere ( co- co- + gni-, variant stem of gnōscere, nōscere, to learn (see know) + -tus past participle suffix) + -iōn- -ion
“The conscious and intelligent manipulation of the organized habits and opinions of the masses is an important element in democratic society. Those who manipulate this unseen mechanism of society constitute an invisible government which is the true ruling power of our country. We are governed, our minds are molded, our tastes formed, our ideas suggested, largely by men we have never heard of. This is a logical result of the way in which our democratic society is organized. Vast numbers of human beings must cooperate in this manner if they are to live together as a smoothly functioning society.Our invisible governors are, in many cases, unaware of the identity of their fellow members in the inner cabinet.They govern us by their qualities of natural leadership, their ability to supply needed ideas and by their key position in the social structure. Whatever attitude one chooses to take toward this condition, it remains a fact that in almost every act of our daily lives, whether in the sphere of politics or business, in our social conduct or our ethical thinking, we are dominated by the relatively small number of persons—a trifling fraction of our hundred and twenty million—who understand the mental processes and social patterns of the masses. It is they who pull the wires which control the publicmind, who harness old social forces and contrive new ways to bind and guide the world.” (Edward Bernays, Propaganda, 1928)
Bernays, E. L. (1928). Propaganda. Horace Liveright.
Bernays, E. L. (1936). Freedom of Propaganda. Vital Speeches of the Day, 2(24), 744–746.
L’Etang, J. (1999). The father of spin: Edward L. Bernays and the birth of public relations. Public Relations Review, 25(1), 123–124.
“That the manufacture of consent is capable of great refinements no one, I think, denies. The process by which public opinions arise is certainly no less intricate than it has appeared in these pages, and the opportunities for manipulation open to anyone who understands the process are plain enough. . . . [a]s a result of psychological research, coupled with the modern means of communication, the practice of democracy has turned a corner. A revolution is taking place, infinitely more significant than any shifting of economic power…. Under the impact of propaganda, not necessarily in the sinister meaning of the word alone, the old constants of our thinking have become variables. It is no longer possible, for example, to believe in the original dogma of democracy; that the knowledge needed for the management of human affairs comes up spontaneously from the human heart. Where we act on that theory we expose ourselves to self-deception, and to forms of persuasion that we cannot verify. It has been demonstrated that we cannot rely upon intuition, conscience, or the accidents of casual opinion if we are to deal with the world beyond our reach. … The public must be put in its place, so that each of us may live free of the trampling and roar of a bewildered herd.” (Walter Lippmann, Public Opinion, Chapter XV)
Lippmann, W. (1920). Liberty and the News. Museum.
Lippmann, W. (1970). The Phantom Public. Politics.
From 1930 onwards, Brecht became part of a wider complex of projects exploring the role of intellectuals (or “Tuis” as he called them) in a capitalist society. A Tui is an intellectual who sells his or her abilities and opinions as a commodity in the marketplace or who uses them to support the dominant ideology of an oppressive society. ] The German modernist theatre practitioner Bertolt Brecht invented the term and used it in a range of critical and creative projects, including the material that he developed in the mid-1930s for his so-called Tui-Novel—an unfinished satire on intellectuals in the German Empire and Weimar Republic—and his epic comedy from the early 1950s, Turandot or the Whitewashers’ Congress. The word is a neologism that results from the acronym of a word play on “intellectual” (“Tellekt-Ual-In”).
According to Clark (2006): “… the critique of intellectuals which Brecht developed… around the notion of ‘Tuismus’ engages a model of the public intellectual in which the self-image of the artist and thinker as a socially and politically engaged person corresponded to the expectations of the public.”
Clark, M. W. (2006). Hero or villain? Bertolt Brecht and the crisis surrounding June 1953. Journal of Contemporary History.
Hunt, T. C. N.-. (2004). Goodbye to Berlin: For 200 years, German thinkers have shaped British intellectual life – but their influence is fading fast. The Guardian.
“It is very useful to differentiate between rational and irrational authority. By irrational authority I mean authority exercised by fear and pressure on the basis of emotional submission. This is the authority of blind obedience, the authority you will find most clearly expressed in all totalitarian countries.
But there is another kind of authority, rational authority by which I mean any authority which is based on competence and knowledge, which permits criticism, which by its very nature tends to diminish, but which is not based on the emotional factors of submission and masochism, but on the realistic recognition of the competence of the person for a certain job.”
― 1958. The Moral Responsibility of Modern Man, in: Merrill-Palmer. Quarterly of Behavior and Development, Detroit, Vol. 5, p. 6.
“Rapid advancements in human neuroscience and neurotechnology open unprecedented possibilities for accessing, collecting, sharing and manipulating information from the human brain. such applications raise important challenges to human rights principles that need to be addressed to prevent unintended consequences. this paper assesses the implications of emerging neurotechnology applications in the context of the human rights framework and suggests that existing human rights may not be sufficient to respond to these emerging issues. after analysing the relationship between neuroscience and human rights, we identify four new rights that may become of great relevance in the coming decades: the right to cognitive liberty, the right to mental privacy, the right to mental integrity, and the right to psychological continuity.”
Rose, N., & Abi-Rached, J.. (2014). Governing through the Brain: Neuropolitics, Neuroscience and Subjectivity. The Cambridge Journal of Anthropology
“This article considers how the brain has become an object and target for governing human beings. how, and to what extent, has governing the conduct of human beings come to require, presuppose and utilize a knowledge of the human brain? how, and with what consequences, are so many aspects of human existence coming to be problematized in terms of the brain? and what role are these new ‘cerebral knowledges’ and technologies coming to play in our contemporary forms of subjectification, and our ways of governing ourselves? after a brief historical excursus, we delineate four pathways through which neuroscience has left the lab and became entangled with the government of the living: psychopharmacology, brain imaging, neuroplasticity and genomics. we conclude by asking whether the ‘psychological complex’ of the twentieth century is giving way to a ‘neurobiological complex’ in the twenty-first, and, if so, how the social and human sciences should respond.”