Summary: Indoctrination U. E-Book

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• Herausgeber: Political Book Summaries
• Kategorie: Geisteswissenschaft
• Sprache: Englisch

Seitenzahl: 19

Veröffentlichungsjahr: 2017

Beschreibung

The must-read summary of David Horowitz's book: “Indoctrination U.: The Left’s War Against Academic Freedom”.

This complete summary of "Indoctrination U." by David Horowitz, a conservative American writer, presents his argument that politics (in particular those of the radical left) have no place in the academic curricula. Hence he attempted to persuade academic institutions to adopt his Academic Bill of Rights that he to ensure political neutrality and intellectual freedom.

Added-value of this summary:
• Save time
• Understand how politics can be allowed to infiltrate academia in some institutions
• Expand your knowledge of American politics and society

To learn more, read "Indoctrination U." and discover Horowitz's stance on the radical left and their position in academia.

Leseprobe

Book Presentation: Indoctrination U. by David Horowitz

Book Abstract

Horowitz has grown concerned over what he perceives to be an increase in the politicization of academic curricula – an area in which politics has no business. In response, he drew up an Academic Bill of Rights guaranteeing political neutrality and intellectual freedom, which he has attempted to persuade academic institutions to adopt. Indoctrination U. provides an overview of Horowitz’s views on the subject of academic freedom and chronicles the academic freedom movement to date.

About the Author

David Horowitz is a New York Times bestselling author and National Book Award nominee. In the 1960s, he was an organizer of the New Left Movement. Currently, he is president of the David Horowitz Freedom Center and founding editor of the online news magazine Frontpagemag.com.

Summary of Indoctrination U. (David Horowitz)

Introduction

After visiting more than 300 universities over the last 20 years, Horowitz has noticed an increasingly intolerant atmosphere at the schools and a relentless intrusion of political agendas into an academic environment where they do not belong. As a result, in the fall of 2002, he began an effort to address these problems by reviving doctrines of academic freedom – principles which were devised many years ago, in the Progressive Era – to ensure that scholars could publish the results of their research without fear of reprisal from donors and politicians. In recent years, in contrast, it is faculty members who have brought a political agenda into the academic curriculum and sought to close down intellectual discussion on “sensitive” topics. Ideas that oppose left-wing orthodoxy – opposition to racial preferences, belief in innate differences between men and women, support for the war in Iraq, for example – are regarded as morally unacceptable.

Faculty radicals defend their position by arguing that a conservative orthodoxy has always governed the educational curriculum and that now the pendulum has merely swung the other way. This argument is misconceived. The consensus view of American history is not one that excluded ideas because they were dissenting, but embraced them as expressions of American pluralism.