Abstract

In this paper, I employ the pioneering works of Nussbaum, Sen, Saito, and Walker, in conjunction with the U.S. tradition of academic freedom, to outline a capability-centered vision of undergraduate education. Pace Nussbaum and Walker, I propose a short list of learning capabilities to which every undergraduate student should be entitled. This working definition of undergraduate education offers a starting point for discussion and experimentation. I employ it here to engage the current controversy in U.S. colleges and universities over the nature, value, and legitimacy of undergraduate students’ academic freedoms. In contrast to the anti-indoctrination emphasis of David Horowitz’s Academic Bill of Rights, I argue that students’ academic freedoms can be more effectively secured through the articulation of “essential freedoms for liberal learning” whose principal focus is not the behavior or political affiliations of teachers but the intellectual needs and circumstances of students.