{"id":191385,"date":"2026-06-12T09:19:48","date_gmt":"2026-06-12T07:19:48","guid":{"rendered":"https:\/\/uniavisen.dk\/retsfilosof-universitetet-skal-ikke-kun-vaere-et-safe-space-det-skal-ogsaa-vaere-et-brave-space\/"},"modified":"2026-06-12T12:11:01","modified_gmt":"2026-06-12T10:11:01","slug":"retsfilosof-universitetet-skal-ikke-kun-vaere-et-safe-space-det-skal-ogsaa-vaere-et-brave-space","status":"publish","type":"post","link":"https:\/\/uniavisen.dk\/en\/retsfilosof-universitetet-skal-ikke-kun-vaere-et-safe-space-det-skal-ogsaa-vaere-et-brave-space\/","title":{"rendered":"Legal philosopher: The university should not only be a safe space. It should also be a brave space"},"content":{"rendered":"

The debate over the limits of academic freedom in teaching has flared up once again after a law instructor displayed an image bearing the words \u201cDEATH DEATH TO THE IDF<\/secret>\u201d at the beginning of several seminars.<\/p>\n

This is not the first time that a debate over offensive material in teaching has erupted at the University of Copenhagen.<\/p>\n

In 2023, a number of students in the Global Development programme walked out<\/a> of a class after an instructor used the N-word while teaching about European colonialism. The same year, the university administration received more than 100 complaints<\/a> about an old mural in the Friday bar at Frederiksberg Campus after students argued that the image was racist.<\/p>\n

READ ALSO: <\/strong>One group of students just got up and left. Then came the storm of emails<\/a><\/em><\/p>\n

Jakob v. H. Holtermann is an associate professor of legal philosophy at the University of Copenhagen and conducts research on academic freedom in teaching. He is also a member of a recently established working group examining the concept of academic freedom in teaching at the university.<\/p>\n

He does not wish to comment on the specific case, but is happy to discuss academic freedom in teaching as a principle. In his view, it is a topic that has long been neglected.<\/p>\n

READ ALSO:<\/strong> Racist mural covered at University of Copenhagen Friday bar venue after complaint<\/a><\/em>s<\/p>\n

\u00bbThe question of academic freedom in teaching has received remarkably little attention. When we talk about academic freedom, we almost exclusively talk about research freedom. Freedom of teaching is not enshrined in the Danish University Act, nor do we have a tradition of writing about or reflecting on it, either theoretically or as a matter of principle,\u00ab says Holtermann, who also has a research article on the subject forthcoming.<\/p>\n

\u00bbIf it felt wrong, it was wrong\u00ab<\/h3>\n

Until 1968, during the era of professorial rule, academic freedom in teaching was not a concept that attracted much attention, Holtermann explains. At that time, instructors could, as he puts it, \u00bbexercise virtually absolute authority over the classroom.\u00ab<\/p>\n

There may be material that some people find offensive even though it is entirely legitimate. Historically, many scientific discoveries have run counter to prevailing beliefs<\/p>\n

Jakob v. H. Holtermann<\/p>\n<\/blockquote>\n

\u00bbBut after the student revolts of 1968, a kind of counter-movement emerged, peaking during the 2010s in what one might call extreme wokeness. Suddenly, freedom in teaching was defined almost entirely by students\u2019 subjective experiences.\u00ab<\/p>\n

Holtermann recalls that during the same period, the University of Copenhagen launched a zero-tolerance policy on offensive conduct. Instructors were offered courses run by an external consultancy firm on how to facilitate a safe learning environment.<\/p>\n

\u00bbThere, the consultants would repeat the mantra: If it felt wrong, it was wrong<\/em>. And I believe that is a deeply problematic standard for a teaching environment.\u00ab<\/p>\n

Too much and too little<\/h3>\n

According to Holtermann, some teaching \u00bbcan and will\u00ab be experienced as offensive. That does not necessarily mean there is anything wrong with the content itself.<\/p>\n

\u00bbThere may be material that some people find offensive even though it is entirely legitimate. Historically, many scientific discoveries have run counter to prevailing beliefs,\u00ab he says.<\/p>\n

For example, when teaching about the racist caricatures used during the Holocaust, it may be necessary to show the original images, the legal philosopher argues.<\/p>\n

\u00bbIt can be extremely difficult to discuss what constitutes a racist stereotype if you cannot point to a concrete example.\u00ab<\/p>\n

Holtermann himself has, for many years, used the Muhammad cartoons in his legal philosophy teaching as a starting point for discussions about freedom of expression and criminalisation.<\/p>\n

\u00bbFor many years, it never occurred to me that I\u2014as someone discussing what others had expressed in the form of blasphemous statements\u2014could myself be accused of making those statements. But over time I became aware of resistance from Muslim students, which led me to reflect on the issue. Initially for purely pedagogical reasons, later because of career concerns related to the University of Copenhagen\u2019s zero-tolerance policy, and finally, after the murder of Samuel Paty, out of fear for my own life,\u00ab he says.<\/p>\n

There is a great deal of legitimate, pedagogically sound teaching that may in fact offend students. And in those situations, students must learn to sit with that discomfort<\/p>\n

Jakob v. H. Holtermann<\/p>\n<\/blockquote>\n

Samuel Paty was a French schoolteacher who was beheaded in 2020 by an 18-year-old attacker after showing the Muhammad cartoons during a lesson on freedom of expression. Holtermann believes that this incident in particular prompted reflection on how teachers and communicators of others\u2019 controversial messages can misstep.<\/p>\n

\u00bbI have experienced cases where students have been offended by seeing the cartoons in class. There have also been students who left the classroom.\u00ab<\/p>\n

For a period, he therefore stopped showing the cartoons because he became uncertain whether he could persuade students of the educational purpose behind using them.<\/p>\n

\u00bbBut it is important to stress that my considerations were pedagogical and concerned achieving the best possible learning outcomes. They were not about whether I was allowed to show the cartoons.\u00ab<\/p>\n

Where is the line?<\/h3>\n

The big question is whether there is a limit to what may be shown in a teaching environment. And according to Jakob v. H. Holtermann, the answer is relatively straightforward:<\/p>\n

\u00bbAs a general rule, there is no limit as long as you have a legitimate academic reason for showing it. If we are talking about material that may not be shown in its own right, it would have to be something that is outright illegal. Snuff videos, child pornography, or something of that nature,\u00ab he says.<\/p>\n

The situation is different if an instructor presents controversial or potentially offensive material that has no academic relevance or connection to the teaching.<\/p>\n

\u00bbI often use the example that if I simply projected the Muhammad cartoons onto a large screen in every class without commenting on them, while staring intently at the Muslim students present in the room, then the situation would be quite different,\u00ab says Holtermann.<\/p>\n

\u00bbIn that case, it would be difficult to argue that I had a legitimate educational purpose. Instead, one might get the impression that I was using the material to dominate, harass, or ridicule particular students. In such a situation, I believe the university leadership both has the right and the duty to intervene.\u00ab<\/p>\n

The limits lie in how teaching is framed, the legal philosopher argues. They do not depend on whether someone feels that something is wrong.<\/p>\n

\u00bbThere is a great deal of legitimate, pedagogically sound teaching that may in fact offend students. And in those situations, students must learn to sit with that discomfort.\u00ab<\/p>\n

Safe space, brave space<\/h3>\n

At the same time, Holtermann stresses that broad protections for academic freedom in teaching come with significant pedagogical responsibilities.<\/p>\n

\u00bbWe must be able to justify the choices we make. But it should not be in a way that allows university management to walk into a classroom on any given day and ask, why are you teaching like this?<\/em> It can be restrictive if we teach under a constant fear of being sanctioned by management.\u00ab<\/p>\n

In recent years, there has been much discussion about safe spaces. But the university should also be a \u00bbbrave space\u00ab, Holtermann argues. That is why it is important not to restrict academic freedom in teaching.<\/p>\n

\u00bbIf instructors fear punishment, they will keep a wide safety margin from any material or discussion that could be perceived as offensive. And then important discussions and learning opportunities will be lost.\u00ab
\n<\/p>\n","protected":false},"excerpt":{"rendered":"

There are only few limits on what materials instructors may present, as long as they serve a legitimate academic purpose, says legal philosopher Jakob v. H. Holtermann. 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It should also be a brave space"}]},{"@type":"WebSite","@id":"https:\/\/uniavisen.dk\/#website","url":"https:\/\/uniavisen.dk\/","name":"University Post","description":"Independent of management","potentialAction":[{"@type":"SearchAction","target":{"@type":"EntryPoint","urlTemplate":"https:\/\/uniavisen.dk\/?s={search_term_string}"},"query-input":{"@type":"PropertyValueSpecification","valueRequired":true,"valueName":"search_term_string"}}],"inLanguage":"en-US"},{"@type":"Person","@id":"https:\/\/uniavisen.dk\/#\/schema\/person\/1e4195d7a29af9515c79f62e39cc8b9b","name":"Camilla Skovgaard","image":{"@type":"ImageObject","inLanguage":"en-US","@id":"https:\/\/secure.gravatar.com\/avatar\/0041bcbe7878ff0a96907c167293ec08051266fb28cdc0ef44598cb0049b5288?s=96&d=identicon&r=g","url":"https:\/\/secure.gravatar.com\/avatar\/0041bcbe7878ff0a96907c167293ec08051266fb28cdc0ef44598cb0049b5288?s=96&d=identicon&r=g","contentUrl":"https:\/\/secure.gravatar.com\/avatar\/0041bcbe7878ff0a96907c167293ec08051266fb28cdc0ef44598cb0049b5288?s=96&d=identicon&r=g","caption":"Camilla Skovgaard"},"url":"https:\/\/uniavisen.dk\/en\/author\/camilla-skovgaard-thomsen\/"}]}},"advancedCustomFields":{"expression":{"term_id":14,"name":"Portrait Article","slug":"portrait_article","term_group":0,"term_taxonomy_id":14,"taxonomy":"expression","description":"","parent":0,"count":820,"filter":"raw"},"enable_comments":true,"align_content":"aligncenter","feature_color":"#1e73be","article_updated":"","layout_group":[{"acf_fc_layout":"Headline","use_post_title":true,"headline":"","style":"default","highlighted_words":"","text_size":"small"},{"acf_fc_layout":"Image","image":{"ID":155021,"id":155021,"title":"NYUniavisen_sprogbrug_2_NYT_centreret","filename":"nyuniavisen_sprogbrug_2_nyt_centreret-scaled.jpg","filesize":676991,"url":"https:\/\/uniavisen.dk\/wp-content\/uploads\/2023\/09\/nyuniavisen_sprogbrug_2_nyt_centreret-scaled.jpg","link":"https:\/\/uniavisen.dk\/en\/en-gruppe-studerende-forlod-forelaesningen-i-protest-kort-efter-blev-studielederen-bombarderet-med-vrede-mails\/nyuniavisen_sprogbrug_2_nyt_centreret\/","alt":"","author":"99","description":"","caption":"\u00bbF\u00f8rst var der ingen, der sagde noget. Der var en ubehagelig stilhed. Jeg tror, at vi alle sammen var i chok,\u00ab siger studerende Diana Yehorova om episoden, der senere ledte til stor debat. ","name":"nyuniavisen_sprogbrug_2_nyt_centreret","status":"inherit","uploaded_to":154945,"date":"2023-09-26 12:14:08","modified":"2023-09-26 13:12:28","menu_order":0,"mime_type":"image\/jpeg","type":"image","subtype":"jpeg","icon":"https:\/\/uniavisen.dk\/wp-includes\/images\/media\/default.png","width":2560,"height":1808,"sizes":{"thumbnail":"https:\/\/uniavisen.dk\/wp-content\/uploads\/2023\/09\/nyuniavisen_sprogbrug_2_nyt_centreret-150x150.jpg","thumbnail-width":150,"thumbnail-height":150,"medium":"https:\/\/uniavisen.dk\/wp-content\/uploads\/2023\/09\/nyuniavisen_sprogbrug_2_nyt_centreret-480x339.jpg","medium-width":480,"medium-height":339,"medium_large":"https:\/\/uniavisen.dk\/wp-content\/uploads\/2023\/09\/nyuniavisen_sprogbrug_2_nyt_centreret-768x542.jpg","medium_large-width":768,"medium_large-height":542,"large":"https:\/\/uniavisen.dk\/wp-content\/uploads\/2023\/09\/nyuniavisen_sprogbrug_2_nyt_centreret-1280x904.jpg","large-width":1280,"large-height":904,"1536x1536":"https:\/\/uniavisen.dk\/wp-content\/uploads\/2023\/09\/nyuniavisen_sprogbrug_2_nyt_centreret-1536x1085.jpg","1536x1536-width":1536,"1536x1536-height":1085,"2048x2048":"https:\/\/uniavisen.dk\/wp-content\/uploads\/2023\/09\/nyuniavisen_sprogbrug_2_nyt_centreret-2048x1446.jpg","2048x2048-width":2048,"2048x2048-height":1446,"featured-soft":"https:\/\/uniavisen.dk\/wp-content\/uploads\/2023\/09\/nyuniavisen_sprogbrug_2_nyt_centreret-290x205.jpg","featured-soft-width":290,"featured-soft-height":205,"featured-hard":"https:\/\/uniavisen.dk\/wp-content\/uploads\/2023\/09\/nyuniavisen_sprogbrug_2_nyt_centreret-290x180.jpg","featured-hard-width":290,"featured-hard-height":180,"narrow":"https:\/\/uniavisen.dk\/wp-content\/uploads\/2023\/09\/nyuniavisen_sprogbrug_2_nyt_centreret-700x494.jpg","narrow-width":700,"narrow-height":494,"extended":"https:\/\/uniavisen.dk\/wp-content\/uploads\/2023\/09\/nyuniavisen_sprogbrug_2_nyt_centreret-990x699.jpg","extended-width":990,"extended-height":699}},"style":"full","text_placement":"metadata-below","image_link_url":"","image_link_title":"","caption_prefix":"","enable_alternative_caption":true,"alternative_caption":"\u00bbIf instructors fear punishment, they will keep a wide safety margin from any material or discussion that could be perceived as offensive. And then important discussions and learning opportunities will be lost,\u00ab says Jakob v. H. Holtermann. "},{"acf_fc_layout":"Standfirst","subject":"Academic freedom in teaching","text":"There are only few limits on what materials instructors may present, as long as they serve a legitimate academic purpose, says legal philosopher Jakob v. H. Holtermann. Students must learn to endure the discomfort that teaching may create, he argues.\r\n","use_post_excerpt":false},{"acf_fc_layout":"Byline","is_author":true,"contributors":false},{"acf_fc_layout":"Content","content":"<p>The debate over the limits of academic freedom in teaching has flared up once again after a law instructor displayed an image bearing the words \u201cDEATH DEATH TO THE <secret text=\"The IDF is the name of the Israeli military, and the phrase has been a familiar slogan at anti-Israel demonstrations.\">IDF<\/secret>\u201d at the beginning of several seminars.<\/p>\n<p>This is not the first time that a debate over offensive material in teaching has erupted at the University of Copenhagen.<\/p>\n<p>In 2023, a number of students in the Global Development programme <a href=\"https:\/\/uniavisen.dk\/en\/students-just-got-up-and-left-then-came-the-storm-of-emails\/\">walked out<\/a> of a class after an instructor used the N-word while teaching about European colonialism. The same year, the university administration received more than <a href=\"https:\/\/uniavisen.dk\/en\/racist-mural-covered-at-university-of-copenhagen-friday-bar-venue-after-complaints\/\">100 complaints<\/a> about an old mural in the Friday bar at Frederiksberg Campus after students argued that the image was racist.<\/p>\n<p><strong>READ ALSO: <\/strong><em><a href=\"https:\/\/uniavisen.dk\/en\/students-just-got-up-and-left-then-came-the-storm-of-emails\/\">One group of students just got up and left. Then came the storm of emails<\/a><\/em><\/p>\n<p>Jakob v. H. Holtermann is an associate professor of legal philosophy at the University of Copenhagen and conducts research on academic freedom in teaching. He is also a member of a recently established working group examining the concept of academic freedom in teaching at the university.<\/p>\n<p>He does not wish to comment on the specific case, but is happy to discuss academic freedom in teaching as a principle. In his view, it is a topic that has long been neglected.<\/p>\n<p><strong>READ ALSO:<\/strong> <em><a href=\"https:\/\/uniavisen.dk\/en\/racist-mural-covered-at-university-of-copenhagen-friday-bar-venue-after-complaints\/\">Racist mural covered at University of Copenhagen Friday bar venue after complaint<\/a><\/em>s<\/p>\n<p>\u00bbThe question of academic freedom in teaching has received remarkably little attention. When we talk about academic freedom, we almost exclusively talk about research freedom. Freedom of teaching is not enshrined in the Danish University Act, nor do we have a tradition of writing about or reflecting on it, either theoretically or as a matter of principle,\u00ab says Holtermann, who also has a research article on the subject forthcoming.<\/p>\n<h3>\u00bbIf it felt wrong, it was wrong\u00ab<\/h3>\n<p>Until 1968, during the era of professorial rule, academic freedom in teaching was not a concept that attracted much attention, Holtermann explains. At that time, instructors could, as he puts it, \u00bbexercise virtually absolute authority over the classroom.\u00ab<\/p>\n<blockquote><p>There may be material that some people find offensive even though it is entirely legitimate. Historically, many scientific discoveries have run counter to prevailing beliefs<\/p>\n<p class=\"quotee\">Jakob v. H. Holtermann<\/p>\n<\/blockquote>\n<p>\u00bbBut after the student revolts of 1968, a kind of counter-movement emerged, peaking during the 2010s in what one might call extreme wokeness. Suddenly, freedom in teaching was defined almost entirely by students\u2019 subjective experiences.\u00ab<\/p>\n<p>Holtermann recalls that during the same period, the University of Copenhagen launched a zero-tolerance policy on offensive conduct. Instructors were offered courses run by an external consultancy firm on how to facilitate a safe learning environment.<\/p>\n<p>\u00bbThere, the consultants would repeat the mantra: <em>If it felt wrong, it was wrong<\/em>. And I believe that is a deeply problematic standard for a teaching environment.\u00ab<\/p>\n<h3>Too much and too little<\/h3>\n<p>According to Holtermann, some teaching \u00bbcan and will\u00ab be experienced as offensive. That does not necessarily mean there is anything wrong with the content itself.<\/p>\n<p>\u00bbThere may be material that some people find offensive even though it is entirely legitimate. Historically, many scientific discoveries have run counter to prevailing beliefs,\u00ab he says.<\/p>\n<p>For example, when teaching about the racist caricatures used during the Holocaust, it may be necessary to show the original images, the legal philosopher argues.<\/p>\n<p>\u00bbIt can be extremely difficult to discuss what constitutes a racist stereotype if you cannot point to a concrete example.\u00ab<\/p>\n<p>Holtermann himself has, for many years, used the Muhammad cartoons in his legal philosophy teaching as a starting point for discussions about freedom of expression and criminalisation.<\/p>\n<p>\u00bbFor many years, it never occurred to me that I\u2014as someone discussing what others had expressed in the form of blasphemous statements\u2014could myself be accused of making those statements. But over time I became aware of resistance from Muslim students, which led me to reflect on the issue. Initially for purely pedagogical reasons, later because of career concerns related to the University of Copenhagen\u2019s zero-tolerance policy, and finally, after the murder of Samuel Paty, out of fear for my own life,\u00ab he says.<\/p>\n<blockquote><p>There is a great deal of legitimate, pedagogically sound teaching that may in fact offend students. And in those situations, students must learn to sit with that discomfort<\/p>\n<p class=\"quotee\">Jakob v. H. Holtermann<\/p>\n<\/blockquote>\n<p>Samuel Paty was a French schoolteacher who was beheaded in 2020 by an 18-year-old attacker after showing the Muhammad cartoons during a lesson on freedom of expression. Holtermann believes that this incident in particular prompted reflection on how teachers and communicators of others\u2019 controversial messages can misstep.<\/p>\n<p>\u00bbI have experienced cases where students have been offended by seeing the cartoons in class. There have also been students who left the classroom.\u00ab<\/p>\n<p>For a period, he therefore stopped showing the cartoons because he became uncertain whether he could persuade students of the educational purpose behind using them.<\/p>\n<p>\u00bbBut it is important to stress that my considerations were pedagogical and concerned achieving the best possible learning outcomes. They were not about whether I was allowed to show the cartoons.\u00ab<\/p>\n<h3>Where is the line?<\/h3>\n<p>The big question is whether there is a limit to what may be shown in a teaching environment. And according to Jakob v. H. Holtermann, the answer is relatively straightforward:<\/p>\n<p>\u00bbAs a general rule, there is no limit as long as you have a legitimate academic reason for showing it. If we are talking about material that may not be shown in its own right, it would have to be something that is outright illegal. Snuff videos, child pornography, or something of that nature,\u00ab he says.<\/p>\n<p>The situation is different if an instructor presents controversial or potentially offensive material that has no academic relevance or connection to the teaching.<\/p>\n<p>\u00bbI often use the example that if I simply projected the Muhammad cartoons onto a large screen in every class without commenting on them, while staring intently at the Muslim students present in the room, then the situation would be quite different,\u00ab says Holtermann.<\/p>\n<p>\u00bbIn that case, it would be difficult to argue that I had a legitimate educational purpose. Instead, one might get the impression that I was using the material to dominate, harass, or ridicule particular students. In such a situation, I believe the university leadership both has the right and the duty to intervene.\u00ab<\/p>\n<p>The limits lie in how teaching is framed, the legal philosopher argues. They do not depend on whether someone feels that something is wrong.<\/p>\n<p>\u00bbThere is a great deal of legitimate, pedagogically sound teaching that may in fact offend students. And in those situations, students must learn to sit with that discomfort.\u00ab<\/p>\n<h3>Safe space, brave space<\/h3>\n<p>At the same time, Holtermann stresses that broad protections for academic freedom in teaching come with significant pedagogical responsibilities.<\/p>\n<p>\u00bbWe must be able to justify the choices we make. But it should not be in a way that allows university management to walk into a classroom on any given day and ask, <em>why are you teaching like this?<\/em> It can be restrictive if we teach under a constant fear of being sanctioned by management.\u00ab<\/p>\n<p>In recent years, there has been much discussion about safe spaces. But the university should also be a \u00bbbrave space\u00ab, Holtermann argues. That is why it is important not to restrict academic freedom in teaching.<\/p>\n<p>\u00bbIf instructors fear punishment, they will keep a wide safety margin from any material or discussion that could be perceived as offensive. And then important discussions and learning opportunities will be lost.\u00ab<\/p>\n"},{"acf_fc_layout":"ArticleEnd"},{"acf_fc_layout":"Newsletter","lang_select":"da","identifier":"Nyhedsbrev","headline":"Modtag et ugentligt nyhedsoverblik i din inbox","button_text":"Tilmeld nu","class":""},{"acf_fc_layout":"OtherStories","headline":"","hand_picked_posts":false,"references":false,"category":false,"theme":false,"number_of_posts":"4","style":"default"}]},"taxonomyData":{"category":[{"term_id":42,"name":"Education","slug":"education","term_group":0,"term_taxonomy_id":42,"taxonomy":"category","description":"","parent":0,"count":663,"filter":"raw"}],"post_tag":[{"term_id":6272,"name":"academic freedom","slug":"academic-freedom","term_group":0,"term_taxonomy_id":6272,"taxonomy":"post_tag","description":"","parent":0,"count":2,"filter":"raw"},{"term_id":4614,"name":"Jakob v. H. 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