Neutrality and Advocacy in Teaching: A Case for Context-Specific Pedagogy

Stephen K. Moroney


To what extent should professors at Christian colleges aim for “neutrality” in their teaching, and to what extent should they advocate for their personal beliefs? After exploring the contours of past debate over pedagogical neutrality and advocacy, Stephen K. Moroney suggests the advantage of shifting from a rigid position that promotes either neutrality or advocacy as always best to a more flexible pedagogy that is context-specific. This essay argues that different degrees of advocacy/neutrality are called for in different settings with different students and different issues. Mr. Moroney is Associate Professor of Theology at Malone College in Canton, Ohio.


[ Table of Contents | CSR Homepage ]


Last Updated: October 8, 2004
©2004 Christian Scholar's Review