ABSTRACT
The aim for this chapter is to provide an account of ‘critic and conscience of society’ and how this relates to broad academic responsibilities, university teaching and student education. In doing so, the author examines the concept of academic freedom, which is a necessary part of critic and conscience. In taking this approach, he links both ideas to the broader purposes of the university in protecting and building advanced democratic societies. The responses received from study participants are grouped into different ‘responsibilities’. The chapter concludes with some common teaching strategies that provide options for meeting, or partly meeting, the requirements. These are critical thinking, critical issues, critical pedagogy and community engagement.
