https://amgreatness.com/2026/01/29/who-has-academic-freedom/
On January 6, readers of the Daily Nous were told that “an institution that purports to be a university has told a philosophy professor he is forbidden from teaching Plato.” The following day, the story made it to The New York Times, under the slightly less mendacious headline: Texas A&M, Under New Curriculum Limits, Warns Professor Not to Teach Plato.
Of course, as we academic reformers have come to expect, what was reported was not what actually happened. Rather, when Texas A&M philosophy professor Martin Peterson submitted his “Contemporary Moral Problems” syllabus for approval, he was told by philosophy chair Professor Kristi Sweet to remove certain portions of that syllabus or be removed from teaching the course: “You may mitigate your course content to remove the modules on race ideology and gender ideology and the Plato readings that may include these.”
In effect, Professor Peterson was told he could not cherry-pick certain passages from Plato’s Symposium and use them in an introductory course to reinforce the dominant educated opinions about male and female homosexuality: that homosexuality and heterosexuality are best understood as varieties of human sexual love, there is such a thing as immutable sexual orientation in humans, and that male and female homosexuality are coordinate varieties with similar expression and origin. Professor Peterson was not told that he could not teach Plato in other contexts and courses, nor was he told that similar cherry-picking would be forbidden in other courses outside the TAMU “core curriculum.”
Peterson claimed that his course, as per the original syllabus, “does not ‘advocate’ any ideology; I teach students how to structure and evaluate arguments commonly raised in discussions of contemporary moral issues.” But the history of philosophy is useful in evaluating commonly raised arguments, not when we hunt for passages that seem to us to best support the notions in which we or our students have already been thoroughly indoctrinated, but when we seek out those insights from the thinkers of the past that most profoundly challenge the received wisdom of today. To use Jeremy Waldron’s phrase, we should be less concerned with “what Plato would allow” and more concerned with what reasons we can glean from engagement with Plato’s statements on sexuality, honestly and comprehensively presented, for us to discourage what we currently allow and for us to encourage what we currently forbid. In that way, we train ourselves and our students to think about the moral instruction they have already received and decide for themselves whether they want to fulfill it or resist it.
