Intellectual freedom

Freedom to Offend: Intellectual Freedom and the Classroom Judy Blume, a children’s author who has had four books on the Top 100 Banned/Challenged books list for the past two decades, once stated, “In this age of censorship, …, I mourn the voices that will be silenced-…, teachers' voices, students' voices-and all because of fear. How many have resorted to self-censorship? How many are saying to themselves, ‘Nope…Can’t teach that book. Can’t have that book in our collection” (Blume). When challenges

I read the article, “Intellectual Freedom and Censorship in the Library.” This article was written by Jessica L. Cooper and discussed how librarians are to deal with the issues of intellectual freedom and censorship in libraries while serving in the best interest of their patrons. This article states that with intellectual freedom, individuals have the right to allow their minds to take them wherever to gain understanding, information, and ideas. Libraries are where these individuals can gain such

Intellectual Freedom in the Midst of Physical Bondage In the nineteenth century, mankind was inconsistent in using reason. Although there have been many enlightenment periods throughout the ages, mankind still begets the same mistakes. Racism was a major element in this time of history and it is still affecting the world. Unless the mind is free, the liberation of the body makes little difference. Frederick Douglass knew this all too well as he grew up as a slave. In his Narrative of The Life, he

feel the reward for overcoming these struggles is intellectual growth. This growth is achieved by challenging themselves, acquiring knowledge in multiple fields, and learning how to become an essential part of society. An effective way for students to achieve intellectual growth is by challenging themselves in several different ways. David Hodge, President of Miami University in Oxford, claims that college is a place for “intellectual collisions” to occur (qtd in “What is”). He emphasizes

1. Intellectual is a Western concept with the recognition of distinct identity filled with both positive and negative connotations depending on how one perceives intellectuals. Sowell’s view of intellectuals is a negative view that mocks the occupation of intellectuals. According to Sowell,“intellectuals are people whose end products are intangible ideas, and they are usually judged by whether those ideas sound good to other intellectuals or resonate with the public” (Sowell). He compares the occupation

An Intellectual could be described in many different descriptions, but in a way the different definitions all mean the same thing. Intellectuals have many characteristics that make them a respectable figure, such as having some of the highest levels of schooling available, leaders of groups and organizations, and written pieces of educational literature. Some intellectuals also have a public side. To be a public intellectual is mostly based off of how a figure interacts with the public, such as speeches

watching American high school movies. However, early tension between intellectuals and non-intellectuals (although humorously simplified) can be seen with the classic jock and cheerleader versus nerd conflicts present in films like High School Musical and Mean Girls. In these movies, questions on whether physical or academic talent is more valuable are explored, stemming from a much larger debate on American intellectual and anti-intellectual ideals. This essay will compare and contrast American anti-intellectualism

plays a large part in the arguments Jacoby presents about problems she has with the world today. Her reliance on nostalgia makes her arguments weak as they rely heavily on an emotional appeal while simultaneously advocating for the use of more intellectual ideas through evidence and reasoning. Jacoby presents strong arguments for limiting screen time and a thorough analysis of the impacts of America’s heavily religious population, but lacks a strong argument for what constitutes important art pieces

Public intellectuals consider as people who are realised for their works and social contributions not only by academic audiences and readers, but also by the general public. Although the concept of Australian public intellectual and what exactly it means has been the subject of considerable controversy and debate by Tanner (2010), it would be difficult to discount the influence of public intellectuals on society’s opinion. In this essay, the biography, different aspects of the work and social contribution

Skoble explains, the United States has always had a love-hate relationship with intellectuals. While professors and scientists garner a certain level of respect in this country, there is also a significant amount of contempt held for those who reside in the “ivory tower of academia”, presumably away from the practicalities of real life. This shows a disturbing trend of anti-intellectualism, or the opposition to intellectual pursuits and works providing progressive and rational thought. The rise of