ATTY. DOMINGO REYES, JR. AND HIS TREATISE IN UPHOLDING ACADEMIC FREEDOM
As a fitting commemoration of EDSA People’s Power, Prof. Jefferson De Roxas and I attended the book launching of PLM’s President, Atty. Domingo Y. Reyes, Jr. Ph.D. This brilliantly written work published by C&E Publishing, Inc. was entitled, “Upholding Academic Freedom in Philippine Higher Education Institutions” was indeed a seminal academic treatise which gave concrete meaning to the ideals we fought for during the 1st Peaceful People’s Power Revolution. It likewise contextualized the principles of freedom and democracy vis-à-vis our institutions of higher learning.
Derived from his Doctoral dissertation (which likewise gave him the highest academic distinction) from the Cento Escolar University; this book is a must read by all stakeholders in higher education — University Officials, Professors and Students; in our ongoing dialectics of thought in Academic Freedom which includes: (a) Freedom of Inquiry and Research; (b) Freedom to Teach; (c) Freedom of Speech; (d) Freedom to Learn; (e) The Autonomy of Universities; and (f) Institutional Autonomy.
Without spoiling the book’s content (which I know you will enjoy reading just as I did); this first thing I can say is that it Timely and Relevant for Academic freedom is a crucial issue, particularly in the context of the Philippines, where there have been concerns about its erosion. Added to this, the author’s expertise being involved in higher education, likely brings valuable insights and experience to the discussion. The Structure and Organization of this manuscript suggests a logical and well-organized approach, progressing from the fundamentals of academic freedom to its application in the Philippine context. Moreover, the “Notes to Ponder” Sections are a strong pedagogical feature, encouraging active learning and critical reflection on the material.
Thankfully, book 2 is coming out soon and based on the author’s launching speech, potential areas for further exploration are in the works whereby given the focus on policy guidelines in book 1, a detailed exploration of specific policy recommendations for safeguarding academic freedom in the Philippines would be further explained. More diverse perspectives on academic freedom, including those of students, faculty, administrators, and policymakers will also be included. Personally, I look forward to more comparative analysis of academic freedom in other countries, especially those with similar challenges, could provide further context and insights.
Overall, this book is indeed a valuable contribution to the understanding of academic freedom within the Philippine context. It has the potential to inform policymakers, educators, and students about the importance of academic freedom and the challenges it faces. Its deeper dive into specific policy recommendations, diverse perspectives, comparative analysis and jurisprudence has enhanced its value for all those who would read it as well. By the way, it likewise noteworthy to share that the proceeds from this book will be donated to PLM’s book donation initiative.
To conclude allow me to share with you the insights of Atty. Domingo “Sonny” Reyes during his book launching which I feel captures the significant thoughts in his book:
“Academic Rights or Academic Freedom remains at the very core of our mission as educators. As members of the academic community, and more importantly as a community of learners, we will be unable to fulfill our sworn and chosen mission with effectiveness and efficiency without it. In our world of ever-increasing regulations imposed by the different states, it is of primordial importance that the same is protected and guarded with utmost vigilance. But first and foremost, all stakeholders must be fully aware what these rights are and understand them fully, observe it diligently without abuse and to guard and protect with utmost vigilance.
In view of the ever changing educational, technological, social and economic landscape there is an urgent need to know and define the scope and limits of academic freedom more than what the laws, rules and regulations provide, and more importantly, how the Supreme Court, in real life situations, applied these laws, rules and regulations to serve as a guide to all the members of the academe, especially the three major stakeholders – the School, the Teachers and the Students, in the fulfillment of our mission to teach minds, touch hearts and transforming lives. And the duty to do things right, the first time.
The exercise of academic freedom is predicated upon one’s intellectual maturity and a high sense of responsibility. As a seeker of truth, (together with Higher Education Institutions), as conserver and purveyor of knowledge, the teacher should discuss and communicate his findings, comments and conclusions of his science only after an objective analysis, scientific inquiry, and an unbiased study of the areas of knowledge within his professional competence. Correlative to this right is his obligation to communicate the truth or lead his students in search of truth and not to disseminate error or falsehood …
All stakeholders, the institutions, the teachers and students, have of our respective set of rights as conferred by law and the jurisprudence pursuant to the mandate the constitution. Rights that are independent and interdependent designed to co-exist, compliment and to check out each other as a mechanism to protect said rights from abuse by those who possess and exercise. Like any other freedom or rights, academic freedom has its own limitations pursuant to the inherent regulatory powers of the state. Let be said that the perceived curtailment has been exercised pursuant to its own academic rights. Thus, imbedded herein is the duty to the academic institutions to inculcate a responsible exercise of your rights and to take accountability for actions that were undertaken on bases of what your call your freedom”.
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