y free speech debate free know house believes western universities

A bargaining chip, by definition needs to be part of a bargain. Using it to demand a change in the structure of the state as a whole is hardly reaching a bargain – it’s dictating a fiat. An invitation from a country to a university is a big step in expressing an interest in how that institution works and the values it promotes. Using that as an opening to demonstrate the strength of those ideas is an opportunity that should not be dismissed.

A bargaining chip  In much the same way that material investment in countries can be used as a bargaining chip to secure improvements in areas of legislation, so cultural investment can be used to secure rights associated with related fields of endeavour. Free speech is merely the most obvious. It is reasonable for a western university to insist that its graduates will need to have access to the fruits of a free press and democratic speculation of experts and the wider public [i] .  The cases of the lecturer, Chia Thye Poh who is arguably the world’s longest serving prisoner of conscience or the political opposition leader, Vincent Cheng who was barred from addressing a talk organised the History Society of NUS at the national library [ii] both give examples of how Singaporean government actions impact directly on university life and academic freedoms. In the light of this, it seems the height of reasonableness for Western universities to say that they will only operate in areas that offer the same academic freedoms they would expect in their home country. If the Singaporean government wants that benefits that Yale graduates can bring, they should be prepared to accept such a change.  [i] Stateuniversity.Com. western Europe – Educational roots, reform in the twentieth century, contemporary reform trends, future challenges.  [ii] Ex-detainee Vincent Cheng barred from speaking in history seminar, The Online Citizen, 28 May 2010

Employers measure degrees by the academic results they indicate. The level of political engagement of the individuals is not critical – or even relevant – to that measure. In a global market of tens of millions of students graduating every year [i] an increase of a few thousand in those graduating from top universities will do little to dilute their iconic brands while taking advantage of communications technologies to justify their global reputation. University Senates determine whether degrees can be awarded in their name and it is scarcely in their interest to damage their own reputation. [ii]  [i] There are approximately 150 million students in the world and for the purposes of this debate, that number has simply been divided by three. Source material can be found here .  [ii] Jones et al., ‘The Academic Senate and University Governance in Canada’, The Canadian Journal of Higher Education, Vol.XXXIV, No.2, 2004, pp.35-68, p.50, 57

The academic tradition of the West  The growth of universities as beacons of free speech has been a fundamental part of their history in the West; notably during the renaissance, reformation and enlightenment. The democratisation of that process with the expansion of the university sector in recent decades is merely the latest stage in an ongoing process.  However, that entire process has been driven (along with the artistic, cultural and scientific changes they have inculcated) on the basis that universities allow for the free exchange of ideas and flourish in environments where that approach is standardised throughout society [i] . Marxist scholars have gone further in calling for a critical pedagogy in which perspectives other than academic orthodoxy are normalised within universities.  Such institutions produce the best graduates because they have the best academics and the best academics will stay where they are free to publish whatever their research is and express their own views. For example in the 1990s 55.7% of those who had immigrated to the USA from the USSR described themselves as academics, scientists, professional or technical workers. [ii] Those academics in turn respect the intellectual tradition of dissent and critical scrutiny of which they are the inheritors. To take something else and slap the name ‘Yale’– or for that matter Oxford, Harvard or ETH Zurich – on it and pretend that nothing has changed devalues the qualification. Without the intellectual dissent and freedom of academic inquiry it is intellectually dishonest to call the degree the same thing.  [i] The Nebraskan. Doug Anderson. Learning depends on the free exchange of ideas, Nebraskan says.  [ii] Harvard, ‘Russians and East Europeans in America’

Universities also survived the inquisition, the French revolutionary terror and the tyrannies of twentieth century Europe. The issue being discussed here is not in the same league as any of those. There is, as a result, clearly nothing innate that requires an appreciation of free speech for universities to operate. Furthermore universities do not locate or relocate en masse depending on the direction of the political wind.

Maintaining the value of the degree  Employers and others expect certain degrees to mean certain things; they are more than just an expensive badge. In the case of elite western universities part of what that means is a critical approach to the world and the willingness to challenge ideas, regardless of the authority that holds them. Part of their exclusivity derives from their admission standards, partly from the academic rigour of their scholars and partly from the simple fact that there are only a relatively small number of graduates.  In other areas universities are all too aware of selling their reputation – impartiality, avoiding plagiarism and so forth – the same should be true here. If a degree from a western university does not mean that it recognises issues such as creativity and free thinking then it devalues the degree itself.  As a result the very governments that are so keen to acquire the creative, critical skills offered by graduates of western-style education will end up undermining the very thing that they seek. This impacts not only the graduates from Asian campuses of western universities but also their peers at the home institution [i] .  [i] US-China Today. Jasmine Ako. Unraveling Plagiarism in China. 28 March 2011.

There is gradualism and then there is inertia. Refusing to cooperate with governments where individuals can be banned from addressing a group of students would seem to be setting the bar relatively low. In this particular instance, the bar doesn’t appear to have been set anywhere. The example given by opposition is of one between states, this is between state actors and organisations who rely on the free expression of ideas as part of their raison d’etre.

‘Separation of town and gown’  There are two parties involved in this interaction, the state and the university. To pretend that is an entirely one way process is to ignore reality. Contrary to the belief of many Senior Common Rooms, states do not exist for the convenience of universities. Indeed universities quite happily accept the political and economic stability provided by states at exactly the same time as criticising the methods they need to use to maintain it.  However, ultimately universities are service providers from the point of view of the state, training and skilling the workforce. The university provides its expertise in exchange for funding and student fees. Where, exactly, the opinions of the faculty enter into such an equation is not clear and appears to have been assumed by proposition. Of course individual academics and students have the right to their own political views but the idea that a university as an institution has rights distinct from, say, a supermarket chain is impossible to justify. If a supermarket announced that it should be free to ignore local laws and adopt those of its base state instead, that would clearly be rejected. Just as when a food chain invests in a country for, say, beef, the arrangement is predicated on the understanding that both parties benefit and each has a little room for negotiation. [i] The same should apply here. If prop were to argue that Asian nations should relax there approach to cannabis so that it students could enjoy a more genuine ‘Western student experience’ the statement would be the subject of ridicule, so should this be.  [i] Smith, David, ‘Tesco should give us some of these billions’, guardian.co.uk, 15 May 2009,

Universities should exchange ideas not impose them  Of all possible institutions, for a university to suggest that it is not open to defending its ideas rather than insisting that they be artificially imported seems counter-intuitive. As Asian and European intellectual traditions increasingly interact as a result of economic interaction there are going to be clashes between and attempts to integrate the Confucian and Socratic approaches [i] . Part of that is the relationship between academia and the state. Western institutions seeking to establish themselves as a presence in Asia should at least be open to the idea that a different approach may have something to offer. After all a willingness to accept new ideas and attitudes is key to the ethic of any university – the assumption that such an exchange would only flow in one direction is astonishingly arrogant.  [i] This is true at every level, including simple things such as the approach taken by students to their studies. Inevitably, universities have responded to these in different ways in the two traditions.  Paton, Michael, ‘Asian Students, Critical Thinking and English as an Academic Lingua Franca’, Analytic teaching and philosophical praxis, Vol.32, No.1, pp.27-39 p.28

Argument One: Contact leads to the dissemination of values  There is certainly some evidence to suggest the view that trade with a country can benefit human rights as increased wealth provides many with more choice and better standards of living. [i] Certainly that argument has been made by governments and multi-nationals based in the West. It is not unreasonable to suspect that this may relate to academic cooperation as well, as Richard Levin suggests in the introduction. However it seems likely that in this latter case, as in the former, that a gradualist approach is the sensible one to take. We build on existing strengths while agreeing to differ in certain areas. To extend the trade example, China, the US and the EU all manage to trade with each other despite differing approaches to the death penalty. They trust that through cooperation over time, changes can be achieved. This will happen slowly in some instances – as with the ‘drip, drip’ affect in China - or quickly in others as has been the case in Burma [ii] .  On key difference to note with the shift towards establishing elite universities around the world rather than shipping the world’s elite in to attend them in the UK and the US is that it opens opportunities to a much wider social group. For decades a small handful – children of the wealthy and political elite - have had the opportunity to have a Western education before returning home as well-educated tyrants and sycophants. Expanding the learning opportunities to the rest of the nation seems both just and reasonable.  [i] Sirico, Robert A., ‘Free Trade and Human Rights: The Moral Case for Engagement’, CATO Institute, Trade Briefing Paper no.2, 17 July 1998  [ii] Education has long been seen as a critical starting point for the development of human rights in any country as is examined in this UNESCO report .

Singapore in this particular instance is securing far more than a ‘service provider’ from a university whose foundation precedes that of the state by over a century. Yale is an internationally identifiable brand, as would any other major university be, and Singapore and NUS benefit from that association. Yale is in a strong position here to argue for things that stretch well beyond the lecture theatre.