Alexander Meiklejohn

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Alexander Meiklejohn

[[File:Alexander Meiklejohn before 1912.jpg|thumb|Meiklejohn sometime before 1912. Before the universe had truly decided what to do with him, apparently.]]

Born (1872-02-03)3 February 1872 Rochdale, Lancashire, England Died 17 December 1964(1964-12-17) (aged 92) Berkeley, California, U.S. Education Brown University (BA, MA) Cornell University (PhD)

Alexander Meiklejohn (/ˈmiːkəlˌdʒɒn/; 3 February 1872 – 17 December 1964) was an individual who, by all accounts, dedicated his considerable intellect to the pursuit of enlightenment, both personal and societal. This English-born American philosopher, a rather specific hyphenation that hints at a duality of perspective, distinguished himself not only as a seasoned university administrator and an indefatigable educational reformer but also as a steadfast free-speech advocate. While his multifaceted career left an indelible mark on various institutions, he is perhaps most widely recognized for his tenure as president of Amherst College, a period marked by both ambition and eventual, inevitable friction. [1] [2]

Background

Alexander Meiklejohn made his entrance into this world on 3 February 1872, in the rather unremarkable setting of Newbold Street, Rochdale, Lancashire, England. His lineage traced back to Scottish roots, and he held the unenviable position of being the youngest among eight sons – a dynamic that surely shaped his early understanding of competition and the art of being heard. When he was merely eight years old, a formative age for any developing consciousness, his family embarked on the transatlantic journey to the United States, ultimately establishing their new home in Rhode Island. This relocation, a common narrative of aspiration and displacement, saw the collective resources of the Meiklejohn family pooled together with the explicit purpose of funding young Alexander's education. A rather pragmatic investment, considering the returns.

He pursued his higher education at Brown University, where he earned both a bachelor's degree (BA) and a master's degree (MA). His academic prowess during this period was acknowledged by his induction into Phi Beta Kappa, an honor society that, to some, signifies intellectual distinction. Not content with mere undergraduate and master's accolades, he further deepened his philosophical foundations by completing his doctorate in philosophy at Cornell University in 1897. During his time at Brown, he was also a member of Theta Delta Chi, suggesting a brief foray into the more social, perhaps less existentially draining, aspects of university life. [1] [2]

Career

[[File:Nelson's Education and Democracy as Experimental College advisers (left to right) Walter Agard, Malcolm Sharp, (unknown), Paul Raushenbush, William Phillips, Alexander Meiklejohn, Carl Bögholt, Glenn Frank, (unknown), Laurence Saunders, Samuel Rogers.jpg|thumb|Photo "Experimental College group with Frank and Meiklejohn, 15 March 1928" from Nelson's Education and Democracy as Experimental College advisers (left to right): "Walter Agard, Malcolm Sharp, (unknown), Paul Raushenbush, William Phillips, Alexander Meiklejohn, Carl Bögholt, Glenn Frank, (unknown), Laurence Saunders, Samuel Rogers." A collection of minds, perhaps slightly less burdened by the future than Meiklejohn himself.]]

Meiklejohn commenced his professional journey in academia in 1897, returning to his alma mater, Brown University, to teach. His ascent within the university structure was relatively swift, as in 1901, he assumed the role of the university's second dean. This position, which he held for a significant twelve years, placed him at the nexus of administrative duties and student welfare, allowing him to begin shaping the educational experience from a leadership perspective. [1] [2] His influence at Brown endures to this day, notably through the first-year advising program, which fittingly bears his name. [3] This program, designed to guide new students through the labyrinthine transition to college life, serves as a testament to his early commitment to comprehensive student support and mentorship, a perhaps surprising touch of sentimentality from a man often perceived as a formidable intellectual.

In 1912, Meiklejohn transitioned from his deanship at Brown to assume the presidency of Amherst College, a prestigious liberal arts institution. His tenure there, spanning from 1912 to 1923, was marked by an ambitious, some might say audacious, attempt to implement radical educational reforms. [1] [2] Meiklejohn, ever the idealist, envisioned an educational model that would foster critical thinking, intellectual independence, and a deep engagement with societal issues, moving beyond rote memorization and specialized vocational training. He sought to create a more integrated curriculum, emphasizing interdisciplinary studies and a holistic approach to student development, believing that a true liberal education should prepare students not just for a career, but for responsible citizenship in a democracy. This vision, while perhaps laudable in principle, inevitably clashed with the entrenched traditions and conservative elements within the college's faculty and trustees. His presidency ultimately concluded with a forced resignation, a predictable outcome when one attempts to shake the foundations of established institutions. In a notable display of solidarity and protest against the perceived injustice of his ousting, thirteen students, a defiant baker's dozen, famously refused their diplomas that year. [1] It seems some minds, even young ones, were capable of recognizing an intellect worth defending.

Despite the setback at Amherst, Meiklejohn's commitment to experimental education remained undimmed. Though he received offers for the presidency of other colleges – a testament to his continued reputation despite the Amherst controversy – he instead harbored a desire to establish an entirely new, experimental liberal arts college that would fully embody his pedagogical philosophies. However, the practicalities of securing adequate funding for such an ambitious undertaking proved to be an insurmountable hurdle at that time. Fortuitously, an invitation came from Glenn Frank, the newly appointed president of the University of Wisconsin, who shared Meiklejohn's progressive educational ideals. This collaboration led to the creation of the University of Wisconsin Experimental College, a unique academic venture that operated from 1927 to 1932. [1] [2] This college, under Meiklejohn's directorship, was designed as a living laboratory for his educational theories, offering a highly integrated, discussion-based curriculum centered on Western civilization and contemporary social problems. It prioritized small group learning, student autonomy, and a critical examination of societal structures, aiming to cultivate well-rounded, engaged citizens rather than mere specialists. Its relatively short lifespan, however, indicated the inherent challenges in sustaining such an unconventional model within a larger university framework, particularly during the onset of the Great Depression.

Meiklejohn formally retired from the University of Wisconsin in 1938, having already relocated to the more temperate climes of Berkeley, California. [4] [5] His retirement, however, was merely a change of scenery, not a cessation of intellectual activity. He continued his work in education by co-founding the School of Social Studies in San Francisco. [1] This institution was an adult education program, catering to a diverse audience and focusing intensely on the study of "great books" and the intricate mechanisms of American democracy. [2] This endeavor underscored his lifelong belief that education was a continuous process, essential for all citizens to actively participate in a self-governing society.

His legacy continued to inspire. In 1965, the year after his passing, Ann Fagan Ginger, a prominent American attorney and activist [6], established an institute dedicated to advancing human rights and peace law through rigorous legal research, comprehensive education, and strategic advocacy. She named this vital organization the Meiklejohn Civil Liberties Institute (MCLI), a decision made with Meiklejohn's explicit permission, linking his name directly to the ongoing struggle for civil liberties. [7] Beyond his domestic influence, Meiklejohn's intellectual reach extended globally. In 1945, he served as a U.S. delegate to the foundational meeting of UNESCO in London [1], an organization established in the wake of a devastating global conflict to foster international collaboration through education, science, and culture. His participation in such a pivotal moment highlights the recognition of his profound insights into the role of education and free inquiry in building a more peaceful and just world.

Death

After a life dedicated to challenging conventional wisdom and pushing the boundaries of educational thought, Alexander Meiklejohn departed this mortal coil at the venerable age of 92. He passed away on 17 December 1964, in Berkeley, California [1] [2], presumably having seen enough of the universe to remain perpetually unimpressed.

Activism

Beyond his roles as an educator and administrator, Meiklejohn was perhaps most profoundly known as a fervent advocate for First Amendment freedoms. His commitment to these fundamental liberties was further demonstrated by his active membership on the National Committee of the American Civil Liberties Union (ACLU) [8], an organization at the forefront of defending constitutional rights. His association with the ACLU was not merely nominal; it reflected a deep-seated philosophical conviction that the protections enshrined in the First Amendment were absolutely critical for the functioning of a healthy democracy.

Meiklejohn was a particularly notable proponent of the inherent and indispensable link between freedom of speech and the very concept of democracy. He articulated a robust argument, which some later termed "Meiklejohnian absolutism," asserting that the foundational concept of democracy rests upon the principle of self-government by the people. For such a system to operate effectively and genuinely, an informed electorate is not merely desirable, but an absolute necessity. To be appropriately knowledgeable, to engage in meaningful self-governance, there must be an unhindered, unfettered flow of information and ideas. According to Meiklejohn, democracy fundamentally betrays its essential ideal if those wielding power are permitted to manipulate the electorate through the deliberate withholding of information or the stifling of criticism. He understood that the desire to manipulate public opinion might, ironically, stem from a perceived noble motive – the belief that one is acting for the benefit of society. However, he argued with characteristic clarity, the very act of choosing manipulation, regardless of its purported aim, fundamentally negates the democratic ideal in its means. The process, for Meiklejohn, was as critical as the outcome. [9] This perspective stood in contrast to other free speech theories, such as the "marketplace of ideas," by placing the emphasis squarely on the citizen's right to hear and know in order to govern, rather than solely on the speaker's right to express. Eric Barendt, a respected scholar of free speech, has aptly characterized this defense of free speech, grounded in the principles of democracy, as "probably the most attractive and certainly the most fashionable free speech theory in modern Western democracies." [9] One might add, it's also arguably the most necessary.

The enduring relevance of Meiklejohn's free speech philosophy is evident in its continued citation in legal discourse. In the landmark Supreme Court case of Nixon v. Shrink Missouri Government PAC, 528 US 377 (2000), at 401, Justice Stephen Breyer, with the concurrence of Justice Ruth Bader Ginsburg, penned a significant concurring opinion that supported the regulation of campaign finance. In addressing arguments that such regulations infringed upon citizens' rights to free speech, Breyer put forth the nuanced position that free speech arguments existed on both sides of the issue. He contended that thoughtfully framed regulations, particularly those limiting monetary contributions in political campaigns, possessed the potential to expand the opportunity for freedom of expression rather than constrict it. Breyer underscored the critical importance of maintaining the integrity of the electoral process, positing it as the fundamental mechanism through which a free society translates political advocacy into tangible political action. Therefore, he argued, regulating the financing of political campaigns is an integral component of preserving the efficacy and fairness of that advocacy. In constructing this argument, Breyer directly invoked Meiklejohn's seminal interpretation of the First Amendment, which deliberately shifts emphasis from an individual's prerogative to speak towards the paramount public need for an informed and uncorrupted political discourse. [citation needed] This application of Meiklejohn's ideas highlights his profound impact on how the boundaries of free speech are understood and debated in a functioning democracy.

Beyond his theoretical contributions, Meiklejohn also engaged in more direct forms of political support, notably as a supporter of the Fair Play for Cuba Committee. [10] This committee, active during the early 1960s, advocated for normalized relations with Cuba following the Cuban Revolution, a stance that was often controversial in the highly charged Cold War political climate. His support for such a committee further illustrates his willingness to challenge prevailing orthodoxies and defend what he perceived as principles of open dialogue and international understanding.

Awards

Meiklejohn's lifelong contributions to education and civil liberties did not go unrecognized, though one suspects he found the accolades merely a confirmation of the obvious. The American Association of University Professors (AAUP), an organization dedicated to upholding academic freedom and shared governance, established the Alexander Meiklejohn Freedom Award specifically to honor his profound work and unwavering commitment to these ideals. [1]

In 1959, he was awarded the prestigious Rosenberger Medal, further cementing his status as a distinguished intellectual. Perhaps the most notable recognition came when he was personally selected by President John F. Kennedy to receive the ultimate civilian honor, the Presidential Medal of Freedom. However, fate, ever the dramatic playwright, intervened. The medal was ultimately presented by President Lyndon B. Johnson shortly after Kennedy's tragic assassination. [1] The somber circumstances of its presentation added a layer of historical poignancy to an already significant honor, a testament to a life that had undeniably shaped the intellectual and civic landscape of his adopted nation.

Legacy

The intellectual and pedagogical ripples created by Alexander Meiklejohn continue to resonate through various institutions and programs, demonstrating that some ideas, unlike fleeting trends, possess a remarkable staying power. He has been honored through the naming of numerous initiatives and educational facilities, ensuring his philosophies remain an active part of contemporary academic life.

Among these, the Meiklejohn Civil Liberties Institute (MCLI) in Berkeley stands as a direct and active continuation of his commitment to human rights and free expression. At his former institution, Brown University, the Meiklejohn Advising Program serves as the cornerstone of its support system for incoming first-year students. This program pairs each new student with both a faculty advisor and a student advisor, known informally as "Meiklejohns" or "Micks." These student advisors are tasked with providing crucial academic guidance and facilitating the often-challenging transition to college life [11], embodying Meiklejohn's early commitment to holistic student development.

The ideals of his groundbreaking experimental college are kept alive at the University of Wisconsin–Madison's Meiklejohn House, which is home to the Integrated Liberal Studies program. This program consciously aims to perpetuate Meiklejohn's vision by engaging students in a robust, interdisciplinary liberal education, challenging them to think across traditional academic boundaries and fostering a more integrated understanding of knowledge. [1]

Further west, Meiklejohn Hall at the California State University, East Bay, physically houses many of the school's liberal arts programs [12], serving as a daily reminder of his advocacy for a broad-based, humanistic education.

Even institutions founded much later bear the imprint of his thought. The Evergreen State College in Olympia, Washington, established in 1967, was profoundly influenced by Meiklejohn's pedagogical philosophy during its foundational period and continues to maintain many of his central principles today. [citation needed] Its emphasis on interdisciplinary studies, narrative evaluations over traditional grades, and a collaborative learning environment echoes the experimental spirit Meiklejohn championed decades earlier.

At Amherst College, where his reforms once met institutional resistance, a program now exists that directly reflects his ethos of equitable access to quality education. The Meiklejohn Fellows Program is a unique initiative specifically designed for first-generation and/or low-income students. This program offers dedicated advising, tailored programming, essential peer-to-peer support, and crucial summer internship funding [13], ensuring that the opportunities of an Amherst education are accessible to a wider, more diverse cohort of students, a testament to the enduring power of his vision, even if it took a while to manifest.

Books

Meiklejohn, ever the prolific thinker, committed his philosophical and pedagogical insights to paper across several decades, producing a significant body of work from 1920 to 1960. These volumes collectively chart his evolving thoughts on education, democracy, and the paramount importance of free expression.

The Liberal College, 1920: This early work laid out his foundational arguments for what a true liberal arts education should entail, emphasizing critical thinking and broad intellectual development over narrow specialization.
Freedom and the College, 1923: Building on his earlier themes, this book likely delved deeper into the relationship between academic freedom within institutions and the broader concept of societal liberty.
The Experimental College, 1932: A direct reflection of his ambitious project at the University of Wisconsin, this volume undoubtedly detailed the philosophy, curriculum, and perhaps the challenges of his innovative educational experiment.
What Does America Mean?, 1935: In this work, Meiklejohn turned his analytical gaze to the very essence of American identity and democratic ideals, a theme that would become central to his later writings on free speech.
Education Between Two Worlds, 1942: Written during the tumultuous period of World War II, this book likely explored the role of education in a world undergoing profound global shifts and ideological conflicts.
Free Speech and Its Relation to Self-Government, 1948: This is arguably his most influential work, where he meticulously articulated his groundbreaking theory of free speech as absolutely essential for democratic self-governance, distinguishing it from merely individual expression.
Political Freedom: the Constitutional Powers of the People, 1960: A later summation of his political philosophy, this book expanded on his free speech arguments, firmly placing the power and responsibility of an informed citizenry at the core of constitutional democracy.

Notes

^ a b c d e f g h i j k l Mitchell, Martha (1993). Alexander Meiklejohn, philosopher, dean, advocate of free speech. Encyclopedia Brunoniana. Retrieved 3 September 2018.
^ a b c d e f g "About Alexander Meiklejohn". Amherst College. Archived from the original on 20 October 2020. Retrieved 3 September 2018.
^ a "History of the Meiklejohn Program". Brown University. Retrieved 15 August 2019.
^ a "Dr. Alexander Meiklejohn Dead; Champion of Academic Freedom; Ex-President of Amherst Was 92—Philosopher Received Medal of Freedom in '63". The New York Times. 17 December 1964 – via NYTimes.com.
^ a "Obituary". New York Times. 17 December 1964. Retrieved 27 January 2021.
^ a "Testimony" (PDF). Meiklejohn Civil Liberties Institute. Archived from the original (PDF) on 8 December 2017. Retrieved 3 September 2018.
^ a "About". Meiklejohn Civil Liberties Institute. Retrieved 3 September 2018.
^ a Judy Kutulas (2006), The American Civil Liberties Union and the Making of Modern Liberalism, 1930–1960, p. 99.
^ a b Marlin, Randal (2002). Propaganda and the Ethics of Persuasion. Broadview Press. pp. 226–7. ISBN 978-1-55111-376-0.
^ a Fair Play for Cuba Committee Hearings Before the Subcommittee to Investigate the Administration of the Internal Security Act and Other Internal Security Laws of the Committee on the Judiciary, United States Senate, Eighty-seventh Congress, First Session Part 1. U.S. Government Printing Office. 1961. p. 161.
^ a "About the Meiklejohn Program". Brown University. Retrieved 15 August 2019.
^ a Wong, Keely. "CSU East Bay's Lost History of Alexander Meiklejohn".
^ a "Meiklejohn Fellows Program". Amherst College. Retrieved 15 January 2025.

Alexander Meiklejohn