Balancing Fidelity to Faith Traditions with Academic Freedom

B A L A N C I N G F I D E L I T Y T O F A I T H T R A D I T I O N S

W I T H A C A D E M I C F R E E D O M

A N E X I S T E N T I A L E X P L O R A T I O N I N 4 “ E A S Y ” S T E P S �

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E V E R Y I N S T I T U T I O N H I S H I G H L Y C O M M I T T E D A N D E N G A G E D I N B E I N G F A I T H F U L T O T H E I R F A I T H T R A D I T I O N

W I T H B I B L I C A L O R T H O D O X Y A N D I N T E G R A T I O N .

W H A T E V I D E N C E S

E X I S T W I T H I N Y O U R

I N S T I T U T I O N T O

D E M O N S T R A T E T H E

F O L L O W I N G :

High levels of commitment to being faithful to your faith tradition

High levels of engagement with your faith tradition

A commonly shared worldview

“ I N S O M E R E S P E C T S T H E B I B L E C O L L E G E S A R E A H E A D O F T H E C H R I S T I A N L I B E R A L A R T S

C O L L E G E S I N E N C O U R A G I N G T H E P R A C T I C E O F A C A D E M I C F R E E D O M . T H E A S S O C I A T I O N F O R

B I B L I C A L H I G H E R E D U C A T I O N ( A B H E , F O R M E R L Y T H E A C C R E D I T I N G A S S O C I A T I O N O F B I B L E C O L L E G E S ) R E Q U I R E S F O R I N S T I T U T I O N A L

M E M B E R S H I P “ A P U B L I S H E D S T A T E M E N T O F A C A D E M I C F R E E D O M A N D A D H E R E N C E T O I T S

P R I N C I P L E S W I T H I N T H E C O N T E X T O F I N S T I T U T I O N A L M I S S I O N , ” A N D T O P U B L I S H T H E

S T A T E M E N T W I D E L Y . T H E Y A L S O R E Q U I R E M E M B E R S C H O O L S T O H A V E G R I E V A N C E

P R O C E D U R E S F O R F A C U L T Y A N D S T U D E N T S … ”

ABHE WORLDVI EW PARAMETERS:

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ABHE WORLDVI EW PARAMETERS:

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ABHE WORLDVI EW PARAMETERS:

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Q&A

T H E A C A D E M Y I S C O M M I T T E D T O E N S U R I N G A P P R O P R I A T E A C A D E M I C

F R E E D O M T O I T S F A C U L T Y .

ABHE GUI DANCE:

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THERE ARE TWO DI STI NCTLY

DI FFERENT KI NDS OF ACADEMI C

FREEDOM, WHI CH SHOULD HAVE

DI STI NCT NAMES:

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www.rbs2.com/afree.htm

I N GENERAL, US COURTS HAVE

RECOGNI ZED FOUR MAJOR AREAS OF

I NSTI TUTI ONAL ACADEMI C FREEDOM.

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ACADEMI C FREEDOM DOESN’ T START WI TH THE I NDI VI DUAL, I T STARTS WI TH THE COMMUNI TY.

Q&A

HOW DO PRUDENT CAO’ S MAI NTAI N THE R I GHT BALANCE

AND ACHI EVE BOTH COMMI TMENT TO FAI TH TRADI TI ON AND

ACADEMI C FREEDOM?

BROAD ADVI CE

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BROAD ADVI CE

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BROAD ADVI CE

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TARGETED ADVI CE

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TARGETED ADVI CE

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Q&A

SOCRATI C OATH

EXPANDED STATEMENT OF MI SS I ON -HTTPS: / /CALVI N. EDU/DI RECTORY/PUBL I CATI

ONS/EXPANDED-STATEMENT-OF-MI SSI ON

SOCI AL MEDI A POLI CI ES?