Academic freedom refers to teachers, students, and school administration
teaching, studying and pursuing knowledge and research without undue interference or limitation from legislation, institutional regulations, or public pressure.
2.Three view points on Academic Freedom
• Standpoint of the School Administration
The school administration has the privilege to decide “who may teach” and “who may be admitted to study”. The institution also has a right to authorize academic excellence standards and refuses student readmission with academic inadequacy and committed violations against disciplinary regulations. Thereupon, the school administration has the right to decline a student with these kinds of records.
• Standpoint of the Teachers and Researchers
Teachers and Researchers have the right to select teaching methods and materials for the learning process as long it does not violate basic norms of conduct and morality. Additionally, the teachers and researchers can emancipate discourse related to their disciplines and sciences to students through publications or journals.
• Standpoint of the Students
The students have the privilege to express personal views and sentimentality within or outside of school premises. The students have the liberty to write down to school publications and communicate or argue constructively with teachers or school authorities. 3. Factors that determine or influence Personality
• Hereditary or Genetic (Nature Principle)
Hereditary or Genetic is one of the factors that shape human-being. It includes
physical traits such as color or race and body-built; mental traits such as intelligence and temperament. Additionally, the DNA process is also firm evidence of the hereditary theory. Anthropologists could trace a person's genetic link with his ancestors, relatives, and other people through DNA.
• Environmental (Nurture Principle)
The social structures consist of various groups such as family, peer group, school, community, religious membership, and others. It has contributed to a child's development, whether values or attitudes. Also, escorting a child into a path of socially and morally norms of behavior.
• Cultural Influences
Cultural upbringing influences a child's character traits. Its tradition, belief, and standard significantly influence an individual personality. Even so, it depends on where culture a child belongs.
4.Theories on the self and socialization
• George Herbert Mead (1863-1931)
The self is primarily a social structure and surface in social experience. It is also the complex blending of individual motivations and socially desirable responses. According to Med, an infant begins with no self. The self appears as a child starts to learn languages and symbols. The self also emerges along socializing, such as playing that involves the roles of significant others. A child progressively moves from simpler games to more complex ones involving others' cultural norms, beliefs, and values used as a reference in evaluating others.
• Charles Cooley (1864-1929)
Concerning his looking glass self-theory, an individual sees himself depending on how others see him. According to his observation, the smaller social units, such as family, friends, and peer groups, helped in forming the person's beliefs, ideas, values, and social behaviors. • Erving Goffman (1922-1982) Ervin's book entitled "Presentation of the Self in Every Days' Life," compared an individual's behavior in society to consciously stage-acting and playing the role. According to him, the self-presentation change based on acting and impression management.
• Alfred Adler (1870-1973)
Based on Adler, consciousness is the basis of the personality. He believed the social environment is a factor that shapes an individual personality and interactions. Along with that, they actively manage it. Adler also stated three categories of complications within the lifetime, and the individuals must solve them: (1) problems involving behavior toward others, (2) problems of occupation, and (3) problems of love. He proposed four ways to solve these all: a) avoiding b) expecting to get everything from others c) dominating others, and d) cooperating with others.
• Harry Sullivan (1940)
Sullivan's self-system called personification involved persona or self-concept. It contains three mutual interacting aspects, such as the "good me" (approval and acceptance of a significant other), "bad me" (disapproval from significant others), and "not me" (elicit little or no approval from significant other). These aspects of personality are accordingly to social experiences. Sullivan also stated that each experience causes anxiety. Nevertheless, it is modified by interacting with others.
• Erick Erickson (Stages of Development)
Erick Erickson believes that throughout our life, social experiences take place. According to him, it has a significant role for us. Therefore, he proposes eight stages of ego development wherein we encounter our psychological needs and the surrounding social environment. 1. Trust vs Mistrust /birth to 1 year old (Trust is developed by feeling that the world is a safe place to be. It is manifested in the relationship with the mother. Mistrust is developed by feeling neglected by parents.)
2. Autonomy vs Shame/Doubt/1 to 3 years old (Autonomy developed as a toddler
has permission to explore. Shame/Doubt developed as a toddler is restricted to exploring and being independent.) 3. Initiative vs Guilt/3 to 6 years old (Initiative is developed as a child allows to explore and master tasks. Guilt developed as a child feels pointless and nuisance in doing tasks.)
4. Industry vs Inferiority/6 to 12 years old (Industrious develops as a child feels
encouraged by rewards or praises. Inferiority develops as a child is ignored and rebuffed by others.)
5. Identity vs Role Confusion/12 to 20 years old (Identity is developed as a person
experiences continuity in their perception of self. Confusion is developed as a child's identity feels rejected in the world)
6. Intimacy vs Isolation/20 to 40 years old (Intimacy is developed as a person
feels love and care from others. Isolation developed as a child fails to establish a close and intimate relationship.
7. Generativity vs Stagnation/40 to 60 years old (Generativity is developed as a
person engages in meaningful and productive work which contributes positively to society. Stagnation is developed as a person feels they are not leaving a mark on the world in a meaningful way; they may have little connection with others and little interest in productivity and self-improvement.)
8. Integrity vs Despair/ 60 years old and above (Integrity is developed as a person
feels proud of their accomplishments, feels a sense of integrity, and can look back on their lives with few regrets. Despair is developed as a person faces the end of their lives with feelings of bitterness, depression, and despair.)
