Academic freedom and freedom of science

Academic freedom and freedom of scientific research and are central components of the right to share in scientific advancement and its benefits (alias ‘right to science’) and the right to education. Without intellectual freedom and autonomy, the capacity of scientists and educators to pursue scientific truth and the credibility of their work in society are significantly undermined. Although enshrined in various documents such as the Universal Declaration of Human Rights and the International Covenant on Economic, Social and Cultural Rights, these freedoms remain underdeveloped and under-researched. 

UNESCO’s mandate is closely connected to these rights. The 2017 Recommendation on Science and Scientific Researchers spells out a comprehensive science vision driven by universally accepted values.  In a context where science and technology develop at a frenetic pace and solutions to the world’s problems are increasingly science-driven, it is necessary to bring these dimensions of freedom of opinion and expression to the fore. The UNESCO Chairs Seminar 6 aimed to create greater awareness of the importance of scientific and academic freedoms in the face of complex challenges for sustainable human development.

Opening the debate, Ângela Melo, UNESCO’s Director for the Division for Research, Ethics and Inclusion, Social and Human Sciences Sector, highlighted that the current decline of trust in science could have disastrous consequences, for instance, aggravating the impact of public health crises or climate change. The increasing pressure experienced by scientists (surveys show a higher percentage of online harassment or abuse against scientists who work on climate research or public publicly commented on COVID-19 and a high exposure  of women scientists to sexual harassment) further deteriorates the situation. “Advancing scientific and academic freedom, which are converging but also distinct concepts, should be seen as integral to revamping the place of science in our societies. Without an environment where scientists can speak their mind without fear of retaliation, the pursuit of scientific truth will be obstructed, the credibility of scientific work undermined, and the scientific entrenchment of policy decision-making compromised”, she emphasized. 

Scientific and academic freedom as sources of creativity

Farida Shaheed, the United Nations Special Rapporteur on the Right to Education, opened the panel discussion by asserting that “the issue of scientific and academic freedom relates to the basic issue of human creativity and… what I love is that it speaks about the freedom indispensable for this creativity, be it in the form of artistic expression, or science.” She expressed concern that there is less space for open scientific exploration as scientific priorities are increasingly guided by funding and other interests. Shaheed also touched on the ability to access scientific information, particularly since science journals among other information sources, are often out of the reach for many potential users.

Sanaa Alsarghali, Assistant Professor of Constitutional Law at An-Najah National University in the State of Palestine went on to link academic freedom with the quality of education. She noted that education is often protected in national constitutions, whereas academic freedom is not. She further advocated for remedying this gap  in Constitutions. Alsarghali also differentiated between academic freedom and freedom of expression in the context of a university. For her, academic freedom extends beyond free speech to the freedom to teach, study and publish. Among key factors for academic freedom, she underscored mobility for students and staff and sufficient funding for research. 

Kwadwo Appiagyei-Atua, Associate Professor at University of Ghana School of Law, underscored that science and sustainable development are deeply interlinked, as long as they are based on human rights and democratic principles. Giving an historical perspective, he argued that elements of the right to science can be traced back probably to the very beginnings of human civilization. He lamented the situation he sees in Africa where a managerialist approach often imposes restrictions on scientific and academic freedom r in the name of development. This reduces societal benefits from the expansion of science.

Following a rich debate with participants, the moderator, Konstantinos Tararas, Programme Specialist, Inclusion, Rights and Dialogue Section, Social and Human Sciences Sector, UNESCO, drew out some of the key takeaway messages; namely the need to: clarify the converging concepts of academic and scientific freedoms; address data gaps;  invest in implementation at the state level but also within academia, ensuring due consideration to the local context; and upscale awareness-raising efforts.