{"id":2011,"date":"2025-12-17T14:00:59","date_gmt":"2025-12-17T14:00:59","guid":{"rendered":"https:\/\/www.furman.edu\/academics\/tocqueville-program\/?post_type=furman-update&p=2011"},"modified":"2025-12-17T14:00:59","modified_gmt":"2025-12-17T14:00:59","slug":"tocqueville-fellows-blog-by-addison-wood-the-crisis-of-the-modern-university-can-curiosity-survive-the-storm","status":"publish","type":"furman-update","link":"https:\/\/www.furman.edu\/academics\/tocqueville-program\/lectures\/tocqueville-fellows-blog-by-addison-wood-the-crisis-of-the-modern-university-can-curiosity-survive-the-storm\/","title":{"rendered":"Tocqueville Fellows Blog, by Addison Wood: “The Crisis of the Modern University: Can Curiosity Survive the Storm?”"},"content":{"rendered":"

Addison Wood<\/i><\/b> is a junior from Charleston, South Carolina, and is majoring in Politics and International Affairs with a second major in History. <\/span><\/i><\/p>\n

Addison’s piece comments on themes raised in the Tocqueville Homecoming event \u201cThe Crisis of Higher Education\u201d<\/strong><\/a> at Furman University, which featured Furman President Elizabeth Davis<\/strong>, former U.S. Senator and University of Florida President Ben Sasse<\/strong>, and John Tomasi<\/strong>, president of Heterodox Academy, in a panel discussion exploring why trust in higher education has collapsed and how universities can renew curiosity, free inquiry, and intellectual courage.<\/span><\/i><\/p>\n

Plato\u2019s Academy was built outside the city walls of Athens for a reason. It was intended to be separate from the noise and politics of the polis, the ancient Greek city-state. Universities were never meant to be breeding grounds for conflict, but rather places where curious minds can come together to discuss real-world topics.\u00a0<\/span><\/p>\n

But today, that idea of a university is increasingly difficult to find. The modern university is caught in the middle of political turf wars, as conflicts over politics (such as efforts to remove DEI programs or critical race theory lessons) and economic anxiety have all affected universities. The question is not just what universities are for anymore, but whether they can still be what they were designed to be: places that nurture curiosity and promote a free exchange of ideas.\u00a0<\/span><\/p>\n

\"A<\/h2>\n

Losing Faith in Higher Education: A Decline in Trust and Rising Economic Pressures<\/b><\/h2>\n

Former University of Florida President Ben Sasse calls what is happening a \u201cTocquevillian collapse\u201d of trust in American institutions. Fifteen years ago, 75% of parents believed that college was essential for their children\u2019s future. Today, only 33% of parents do\u2014a staggering decline. It is not difficult to understand why. The cost of college has skyrocketed, and many graduates are not making enough to pay off their student debts. A degree no longer guarantees a good-paying job in the current workforce.<\/span><\/p>\n

At the same time, social media has fundamentally altered how people think about and discuss issues. Social media rewards outrage rather than understanding. Its algorithms feed us opinions we already agree with, making genuine discourse feel increasingly impossible.<\/span><\/p>\n

The Fear of Speaking Freely: Why Students Self-Censor<\/b><\/h2>\n

Increasingly, college feels like a place where students are expected to say the right things rather than think freely. John Tomasi, president of Heterodox Academy, says that 74% of undergraduate students self-censor due to social pressure from their peers. We are told that universities are places where we should feel challenged by students and professors alike. Yet many students are nervous about saying something that may be interpreted differently than they intended.<\/span><\/p>\n

It was not always like this\u2014free speech once meant standing up to authority. In 1968, students at UC Berkeley protested the Vietnam War and demanded that their voices be heard. Mario Savio, a Berkeley student and spokesman for the Free Speech Movement, called for students to \u201cthrow their body onto the gears\u201d of an unjust system. This became the rallying cry of the 1960s.<\/span><\/p>\n

Today, the threat to free speech feels different. It is not coming from administrators banning speech, but from the fear of social judgment. People worry they will be ostracized if they say the \u201cwrong\u201d thing\u2014not by the university, but by their peers. I personally want to express my genuine opinions, but I am scared. People judge constantly, and I feel it, even if they never say it aloud.<\/span><\/p>\n

This type of fear has made campuses quieter. When everyone is too afraid to speak, we lose something essential: the ability to test ideas or disagree respectfully. Free speech is not about yelling controversial opinions but about creating a space in which people can discuss their thoughts honestly, even when it is uncomfortable.<\/span><\/p>\n

\"\"<\/h2>\n

Politics in the Classroom: The Rise of Polarization and Distrust<\/b><\/h2>\n

There is a growing sense that universities have become increasingly politicized. Higher education once prided itself on being above partisan conflict, but these disputes have now moved into the classroom. Universities need \u201cconstructive disagreement,\u201d where people do not simply tolerate opposing views but actively engage with them. Disagreement should be a way to learn from others, not a threat.<\/span><\/p>\n

However, this is difficult in a world where everything feels polarized. Academics are constantly accused of bias, and politicians attack universities for promoting \u201cwoke\u201d ideals. This breeds distrust: people outside universities believe professors are pushing personal agendas, while professors feel that outsiders do not understand their work. The truth is somewhere in between.<\/span><\/p>\n

Universities should not attempt to be neutral on every issue, but they also cannot survive if they become echo chambers. They should model what democracy looks like at its best: open-minded and willing to listen.<\/span><\/p>\n

Why the University Still Matters: A Garden for Curiosity and Intellectual Growth<\/b><\/h2>\n

Despite all its flaws, I still believe in the university as a place for curiosity. Tomasi likens the university to a garden, where professors are the gardeners and students are the flowers. Each discipline is a tree with deep roots and branching histories. At its best, the university is a living ecosystem where ideas are free to grow.<\/span><\/p>\n

Education\u2019s real purpose is to help people make sense of their lives and the world around them. College should be the place where one learns to think critically and ask important questions, seeing the world in new ways rather than merely building a r\u00e9sum\u00e9. This only works if students feel brave enough to be honest. Bravery is the antidote to self-censorship; the courage to risk being wrong or to voice an unpopular idea is necessary for universities to improve.<\/span><\/p>\n

\"\"<\/h2>\n

A Way Forward: Reform, Reconnection, and Reclaiming the Purpose of Higher Education<\/b><\/h2>\n

Critics are right to point out that universities have been detached from their communities for a long time. Colleges can feel elitist and disconnected from the real world, and for underprivileged families, the price alone makes them seem out of reach. But tearing down the system is not the answer\u2014it needs to be reformed.<\/span><\/p>\n

Universities need to prove their worth by living up to their own ideals: promoting curiosity and integrity. They should welcome a diverse set of viewpoints as much as a diverse set of people. Students need to be taught how to debate differing opinions with respect and consideration. Universities should demonstrate that a college education remains a worthwhile investment for a blossoming student\u2014not just to further one\u2019s career but to become a responsible citizen.<\/span><\/p>\n

This starts with creating spaces where people can think out loud. It means teaching students how to think, not just what to think. It means encouraging professors to be mentors, not just experts in a specific field. Finally, it means reminding everyone, whether inside or outside universities, that the purpose of education is discovery.<\/span><\/p>\n

If universities can rebuild that garden of curiosity, they can still fulfill the role they were meant to play. The world is chaotic, but universities do not have to be. They can\u2014and should\u2014be places where people come together to think their own thoughts, argue with respect, and grow as persons. This is what makes higher education worth defending. It is not perfect, but it remains one of the few spaces where curiosity and courage can come together. If we can protect this, then Plato\u2019s vision has a brighter future.<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

Addison Wood is a junior from Charleston, South Carolina, and is majoring in Politics and International Affairs with a second major in History. Addison’s piece comments on themes raised in […]<\/p>\n","protected":false},"featured_media":2012,"template":"","update-categories":[8],"class_list":["post-2011","furman-update","type-furman-update","status-publish","has-post-thumbnail","hentry","furman-update-category-student-blogs"],"acf":[],"_links":{"self":[{"href":"https:\/\/www.furman.edu\/academics\/tocqueville-program\/wp-json\/wp\/v2\/lectures\/2011","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.furman.edu\/academics\/tocqueville-program\/wp-json\/wp\/v2\/lectures"}],"about":[{"href":"https:\/\/www.furman.edu\/academics\/tocqueville-program\/wp-json\/wp\/v2\/types\/furman-update"}],"version-history":[{"count":2,"href":"https:\/\/www.furman.edu\/academics\/tocqueville-program\/wp-json\/wp\/v2\/lectures\/2011\/revisions"}],"predecessor-version":[{"id":2014,"href":"https:\/\/www.furman.edu\/academics\/tocqueville-program\/wp-json\/wp\/v2\/lectures\/2011\/revisions\/2014"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.furman.edu\/academics\/tocqueville-program\/wp-json\/wp\/v2\/media\/2012"}],"wp:attachment":[{"href":"https:\/\/www.furman.edu\/academics\/tocqueville-program\/wp-json\/wp\/v2\/media?parent=2011"}],"wp:term":[{"taxonomy":"furman-update-category","embeddable":true,"href":"https:\/\/www.furman.edu\/academics\/tocqueville-program\/wp-json\/wp\/v2\/update-categories?post=2011"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}