There must ... be in our very nature a very radical and widespread tendency to observe beauty, and to value it. No account of the principles of the mind can be at all adequate that passes over so conspicuous a faculty.
I promise to question everything my leaders tell me. I promise to use my critical faculties. I promise to develop my independence of thought. I promise to educate myself so I can make my own judgments.
We have lost the invaluable faculty of being shocked a faculty which has hitherto almost distinguished the Man or Woman from the beast or child.
I was back on track, raring to go and then the insomnia kicked in. When you don't sleep, your faculties are not as sharp as they would normally be. My memory has been affected, I'm not as mentally agile as I would be if I were sleeping properly. I can't work because to act you need to be able to learn your lines and I can't do that at the moment. Insomnia is awful. I wouldn't wish it on my worst enemy.
Power is the faculty or capacity to act, the strength and potency to accomplish something.
Besides the obscurity arising from the complexity of objects, and the imperfection of the human faculties, the medium through which the conceptions of men are conveyed to each other adds a fresh embarrassment.
Many faculty retreated into academic specializations and an arcane language that made them irrelevant to the task of defending the university as a public good, except for in some cases a very small audience. This has become more and more clear in the last few years as academics have become so insular, often unwilling or unable to defend the university as a public good, in spite of the widespread attacks on academic freedom, the role of the university as a democratic public sphere, and the increasing reduction of knowledge to a saleable commodity, and students to customers.
Of course, there are also faculty who are discouraged from speaking critically about social issues because of the increasing assumption in American society that any form of critique which calls official power into question is somehow un-American. This absurd attempt to define any critique of official power as unpatriotic has a chilling effect on faculty, especially when such views and the names of the people to whom they are ascribed are widely disseminated in right-wing and dominant media outlets.
Many conservatives see higher education as a threat to their reactionary and corporate oriented interests and would like to defund higher education, privatize it, eliminate tenure, and define the working conditions of faculty to something resembling the labor practices of Walmart workers.
While the universities are increasingly corporatized and militarized, their governing structures are becoming more authoritarian, faculty are being devalued as public intellectuals, students are viewed as clients, academic fields are treated as economic domains for providing credentials, and work place skills, and academic freedom is under assault.
That generation really has to fight for a new political language, social movements, and alliances with students from other countries. They have to convince labor, parents, and the general public that the fight over higher education is a fight that benefits everyone in a sustainable democracy and not just faculty and students.
We need to get rid of the growing army of temporary workers now filling the ranks of academy. This is scandalous; it weakens both the power of the faculty and exploits these workers.
Harvard introduced the now famous ad hoc system whereby a group of experts in the field of the faculty member to be promoted are consulted concerning the stature of that scholar. This move made the opinion within the field, rather than the clubby relationship within the department, the determining factor in the promotion of professors.
I focus on faculty, as opposed to facilities, budgets, endowments or students. I do so because I believe, based on many decades of work as a teacher, a scholar and an administrator, that the quality of the faculty determines the quality of the university. Everything else flows from the quality of the faculty. If the faculty are good, you will attract good students and you will have alumni who will raise funds for you.
There is another innovation at Harvard which I think made a tremendous difference and that is the decision to try to recruit the very best person in the field for an available faculty position. In the period after World War II Harvard literally engaged in world-wide searches for the very best and created a culture in which it was simply unacceptable to hire friends and associates, to make decisions based on personal affections or inclinations.
There are, however, many challenges to Asian universities. First, academic freedom, in all senses, is much more critical to the success of a university than how much money is spent on infrastructure or on hiring big names. Faculty need to have the space to pursue the research that they are passionate about and the also need to have the freedom to express their opinions in the university, and in the society as a whole.
Equally important for the promotion of excellence in the university is an emphasis on shared governance. The faculty needs to be involved directly in the process of running the university and in the setting of priorities.
Shared governance is often the critical element that is missing in Asian universities, no matter how talented the faculty may be. Either it is ministries of education that are trying to run things, or in private institutions - those who control the funds. Neither group knows much about teaching and research.
If we want to identify the great success of American research universities, and that success goes far beyond Harvard, we have to come back to the question of governance. Excellence requires a firewall between trusteeship, or government ministries, and the academic decision-making process. This American concept of shared governance wherein the faculty are engaged in running the university as part of a collaboration with the other stakeholders.
The president [of American research institute] can act as the CEO and make a firm decision about the long-term development of the institution, but he or she does so in constant consultation with the faculty. It may not always work this way, but the greatest advances occur when governance is truly shared.
The faculty know what they need to develop and they need to work with an administrator with the authority do get it done. To define everything in terms of these index numbers is ridiculous.
Recording stories is a way of honoring the faculty of memory, even if it's recorded, outsourcing memory to technology.
People who pierce the veil of money rarely return with their faculties altogether intact.
There's not gonna be any tuition cuts. There aren't gonna be any drastic reductions in salaries. And in fact when the subject of cuts comes up, the first thing that the opponents of cuts say, "You can't cut this faculty. You can't cut the salaries. You wouldn't save enough money, you can't go there."
The way universities operate is the decision about what students need for the degree are... is the decision made by the faculty.
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