A recent decision by Texas A&M University has ignited a significant debate regarding academic freedom and the teaching of classical philosophy. The university’s Philosophy department instructed an instructor to exclude selections from Plato’s works in an introductory course, citing concerns over “race ideology and gender ideology.” This policy, updated in November 2023, prohibits core academic courses from advocating for topics related to race or gender identity, although exceptions exist for certain courses.
Last week, Texas A&M conducted a review of over 5,000 course syllabi for the spring semester to ensure compliance with this new directive. Only six courses were canceled, amounting to just 0.11 percent of the total. Additionally, 48 courses received exceptions from the university president, permitting potentially controversial content deemed relevant to the subject matter.
The course at the center of this controversy, “PHL 111: Contemporary Moral Issues,” requires students to engage with a survey text, “Ethics: Theory and Contemporary Issues,” which includes excerpts from Plato’s “Symposium.” This text, despite its minimal length of 17 pages, contains discussions on practices like pederasty, which some view as a controversial aspect of Plato’s philosophy. Critics argue that the exclusion of these selections limits students’ exposure to broader philosophical themes, such as Plato’s examination of the human soul and the ideal society.
Reagan Dugan, Director of Higher Education Initiatives at Defending Education, expressed concern over this situation, suggesting that the professor’s framing of the incident as censorship misrepresents the issue at hand. Dugan argues that focusing solely on a limited context of Plato’s work could misinform students about the philosopher’s more complex ideas.
The response from the academic community has been notable. The Texas A&M Chapter of the American Association of University Professors organized a rally titled “Aggies for Academic Freedom,” condemning the university’s decision to censor philosophical teachings. Conservative academic Robert P. George criticized the ban, calling it “idiotic” and emphasizing the importance of engaging with Plato’s work in a liberal arts education.
Critics of the university’s policy raise questions about the implications for academic discourse and the role of higher education in fostering critical thinking. Dugan’s commentary highlights the potential for Plato’s teachings to be misrepresented in a politically charged environment, suggesting that students may come away with a skewed understanding of a philosopher whose influence has shaped Western thought for centuries.
In a historical context, Americans have engaged with Plato’s ideas for generations, often arriving at diverse interpretations. The debate over the exclusion of his works from the curriculum reflects broader tensions regarding academic freedom and ideological conformity in educational institutions.
As the discussions surrounding Texas A&M’s policy continue to evolve, the university’s decision serves as a reminder of the challenges faced by educators in navigating complex societal issues while striving to provide a comprehensive education to their students. Engaging with philosophical texts like those of Plato requires a nuanced approach that respects both historical context and contemporary relevance.