ACADEMIC FREEDOM AND ACCOUNTABILITY
                                          
                                     +LES BLANK+
                         Dean, Graduate School of Theology
                              Azusa Pacific University
                                          
                 In order to address the topic of this paper, it is very 
            important that the problem involved be stated clearly.  It 
            is not just a matter of integrating academic freedom and 
            accountability, but rather determining, for example in the 
            higher education community, how they see accountability as a 
            necessary check and balance for their academic freedom 
            (autonomy).  Conversely, do those individuals or agencies 
            who provide the fiscal base see academic freedom as a worthy 
            investment and if so, what accountability trade off needs to 
            be determined?
                 Historically, academic freedom has been a very 
            important part of the American higher education project.  
            If, in fact, citizens were going to be educated, they needed 
            to be tutored and instructed by men and women who were well 
            trained.  Out of their own experience of learning they would 
            be free to share not only knowledge, but the discipline of 
            inquiry.  Those early architects of the American dream were 
            sensitive in making it possible to provide a healthy 
            atmosphere for learning.  However, shortly the desire for 
            power and control emerged.  The issue is that the learning 
            community becomes the battleground for control.
                 Vested interest emerged early in our historical 
            process.  It was not only the desire for control between 
            faculty and governing boards, but there was also division 
            among faculty members over who would have the most power of 
            influence.
                 Trying to find a balance for accountability is not an 
            easy task.  To act responsibly has always been the intent, 
            whether of governing boards, individual investors, or 
            federal agencies.  The question that must be asked by those 
            who allocate resources for the educational enterprise is 
            "What demands should be placed on those who will expend the 
            resources?"
                 In interfacing the problem of academic freedom and 
            accountability, the problem becomes more complex because it 
            must be decided if it is a worthy investment.  We have 
            earned international respect for our equalitarian approach 
            to higher education.  This approach guarantees all citizens 
            the opportunity for and the benefits of investment in 
            learning.  If this dream cannot be afforded, what are the 
            alternatives?  Should there be a returning to the idea that 
            only the elite are worthy of this opportunity: that because 
            of position they participate in the learning experience and 
            other members of the society must trust that they will be 
            treated equally?
            1.   A Brief History
                 The subject of academic freedom and accountability can 
            be explored through an historical overview.

            





            The English-Americans, for example, were determined that 
            their children should preserve those aspects of old world 
            civilization which