Perspective: University systems evolved thanks to student demonstrations.
In the world of history, one event that captures our attention is the support some professors have given to their students. An instance of this occurred at Emory University, where philosophy chair Noëlle McAfee was detained while protecting her pupils, and economics professor Caroline Fohlin was brutally thrown to the ground and then taken into custody for questioning a police officer's mistreatment of another student. Faculty members at the University of Texas-Austin also declared a strike to protest the law enforcement's actions against peaceful demonstrators. Professors at CUNY even formed a human shield to shield their students from police contact.
However, as we state in our book, "The Bright Ages," professors and students joining forces against outside political involvement is part of the essence of contemporary universities - this is what makes a university, well, a university.
For many years, learning was rooted in religious institutions, predominantly cathedrals. These establishments tended to be located in developing urban areas, allowing students and teachers to live close by under the supervision of the cathedral's archdeacon (known as the "provost") and its archpriest (known as the "dean").
During the late 12th century, a school near the Notre Dame cathedral in Paris started drawing students and instructors from across Europe. They were drawn to Paris by the city's growing financial prosperity and the power of the French royal court. All was relatively stable, but there was some friction between Parisian citizens and the scholars. But then, in 1200 CE, a conflict arose when students fell victim to a shop owner's deceit. The students were intoxicated and returned to destroy the store.
These events set off a chain reaction, culminating in the shopkeeper, the provost, and a mob of friends storming the school grounds, killing a handful of students.
To retaliate, the instructors refused to teach and threatened to shut down the facility unless the king heard the students' concerns and delivered justice. King Philip II Augustus of France complied. He incarcerated the posse and issued a royal decree recognizing the teachers and students as a "universitas." In Latin, the term for this corporate entity used by the king was "universitas."
Thus, the foundations of the modern university were laid. This historic reality teaches that universities thrive only when students and faculty work together, and when they do, they possess power.
This term referring to the Parisian cathedral school didn't become common until later in the century; however, the status of this "university" was soon tested. In 1229 alone, there was another fracas in Paris.
The circumstances were reminiscent of the previous altercation: a shopkeeper attempted to deceive some students about wine prices. This time, though, the innkeeper took offense and ordered his servants to assault the students. The students retaliated the following day when they vandalized the establishment. The shopkeeper chose to seek justice from the authorities, and this time, the queen sided with the citizens. Her troops ravaged the student community, injuring many and killing some.
The instructors once again gathered behind the students and brandished their status as a "universitas" to demand an end to this outside interference. This time, the monarchy refused to comply. The king was growing jittery about the autonomy of this corporate body, the "dangerous" information being taught there (such as Aristotle and the Islamic thinker Ibn Rushd), and the need to manage these youths. This brawl at a bar provided the perfect excuse for the authorities to assume control of the school.
Despite this, the teachers continued to back the students. While it could have meant violent confrontations between them and the heavily armed police officers, in reality, it could involve more subdued measures. For instance, giving students more time to complete their final exams or exploiting university governance to oppose academic penalties inflicted on them. Being compassionate when assessing their work is another way to show support.
The historical backdrop of medieval Europe's higher learning institutions serves as a lasting symbol. They are a testimony that post-secondary education facilities are a partnership between teachers and students in pursuit of knowledge. External entities will always strive to manage this quest, to put constraints on young learners.
Today, this historical anecdote has significant implications for the modern era. Educators must support their students. In some instances, this might necessitate heroic acts, placing oneself in the line of fire against the violence orchestrated by armed and armored police officers. However, it doesn't need to be that dramatic. It can be as simple as granting test extensions or finding ways to cushion the impact of university administration's attempts to discipline the students. Being kind when grading can also be a powerful gesture.
In the true story of this university, we find its truest and most medieval roots. There was a time when teachers and students stood united, a community that learned together, and they challenged rulers. This past teaches us that even now, we can join forces and oppose the real "outside agitators" – politicians who show little regard for free speech and education.
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Source: edition.cnn.com
