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Abstract Much debate exists over the role teachers should assume in the discussion of controversial issues. This paper presents and critiques four perspectives on that debate. The-perspectives are characterized as exclusive neutrality, exclusive partiality, neutral impartiality and committed impartiality. Synthesizing research and scholarship from a number of fields, the paper proposes committed impartiality as the most defensible teacher role.
Thomas E. Kelly (Sat,) studied this question.