Abstract

My thesis is that advocacy in the classroom is rarely appropriate with regard to live moral, political, or social issues, and for that matter not always appropriate with regard to issues within a discipline. By advocacy I mean a teacher's presenting a view as her or his own in a way that might well elicit students' agreement. My argument against advocacy is supported by two sets of assumptions. One concerns the aims of higher education. The other concerns a distinction between moral, political, and social issues that can be regarded as subjects of legitimate disagreement, on one hand, and on the other hand issues of these sorts that cannot be so regarded.