What question did this study set out to answer?

This analysis examines the conflict between education and advocacy in Extension, questioning the use of purportedly value-free terminology.

May 28, 2026

Value-Free Extension Education?

Key Points

This analysis examines the conflict between education and advocacy in Extension, questioning the use of purportedly value-free terminology.
Framework derived from philosophy of science to critique current educational practices.
Analysis of terms like 'research based' and 'unbiased' in Extension programming.
Discussion of how values influence educational programming and its alignment with community values.
Identified that all knowledge inherently contains values, challenging the concept of 'objectivity'.
Argued for a recognition of the impact of educators' values on programming efforts.
Proposed that educators should align their work with Extension's mission and community values rather than claiming objectivity.

Abstract

We address the current Extension concern with the issue of education versus advocacy, using a framework derived from the philosophy of science. Questioning the appropriateness of Extension's persistent use of terms like "research based," "science," and "unbiased" to defend programming in controversial areas, we argue that because all knowledge inherently contains values, or bias, this is an inappropriate position to adopt. It would be more intellectually defensible for Extension educators to recognize the inevitable impact of their values and beliefs on their programming efforts. Instead of appealing to "scientific objectivity," educators should be judging the appropriateness of their work in relation to Extension's mission and the values of the communities in which they operate.

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