With midterm elections approaching in four weeks, the opportunity for debate in political science classes over potential candidates, initiatives and referenda is at a peak. Students will inevitably clash over liberal and conservative viewpoints and whether congressional incumbents should return to their posts.
But the highly politicized environment leaves students and faculty alike wondering when it is appropriate for professors to weigh in and when personal opinion should be kept out of classroom discussion.
In addition to the personal political leanings one might expect from any involved citizen, university professors have a particular affinity for backing up their leanings with action; oftentimes many of them even rally behind similar causes.
A Center of Responsive Politics study last month revealed that educators nationwide have donated large sums of money to federal midterm election candidates this year — primarily to Democratic ones.
But the potential for subjectivity in political science classrooms is not limited to candidate preference or even party affiliation. According to the Tufts Department of Political Science website, students in political science courses are introduced to questions that invite interpretation rather than concrete answers — on the part of their professors as well.
"Students … face the enduring questions of political philosophy, questions relating to liberty and equality, justice, democracy, power and mortality," it states. So where does one draw the line?
Lecturer of Political Science Dana Blander, who is currently teaching a course on Israel's democracy, prefers to err on the side of reservation and said that she usually refrains from disclosing her views on the subject matter of her class, which happens to be a particularly contentious topic, according to some.
"It depends on the context," Blander said. "Usually I share non−controversial opinions about past events if it's essential for class discussions. I never present opinions as fact."
Blander said that students usually don't inquire any further about her political leanings.
Sophomore Matt Roe explained that professors' beliefs and opinions often enhance classroom discussion; however, beliefs become problems, he said, when they are not clearly labeled as such.
"They have to be acknowledged as personal opinions because they taint the class if they aren't acknowledged," Roe said. "But opinions definitely have a place in the classroom, just like student opinions are warranted."
Roe dropped a class this semester when he found that the professor's liberal views were overshadowing the course curriculum.
"The professor continuously injected his personal point of view rather than teaching in an unbiased way, and he never provided any disclosure that those were his personal opinions," Roe said. "A lot of the students in the class seemed to be taking his opinions, which were definitely left−wing, as absolute fact rather than just one side of an argument, and that bothered me. Most of my [political science] professors have been liberal, and so am I, but I've found that the students tend to just fall in line behind the professor."
Professor Tony Smith agreed with Roe, arguing that subjective remarks do not necessarily lack educational value.
"I make every effort to make my opinions known in my class," Smith said, regarding his views on neoconservatism and U.S. foreign policy.
Still, Smith emphasized that his opinions are never presented as the be−all and end−all on position of the particular topic at hand.
"I also try to make clear my hesitations, my lack of assurance, why I might be wrong, places where my own information is thin and times when I am unsure what kind of judgment to make," Smith said. "Ultimately, what is important to me is not so much to be agreed with as to see strong analysis of whatever our topic is. To agree with me on the basis of sloppy analysis is not rewarded, but to disagree with me on the basis of strong analysis most certainly is."
Smith said that his students value his candor on politics during class discussions. "Attendance and participation are high, and I think the members of the class would confirm … that they rather like the approach," he said. "I appreciate the opportunity I have … to vent my opinions."
Professor Kent Portney, who teaches classes on American politics and political behavior, takes a similar approach to Smith in that he discloses his personal politics but makes sure to justify his beliefs and open the forum to debate. Often, he said, through presenting subjective opinions, he is better able to promote critical thinking and inspire students to develop counterarguments.
"My personal preference is to express my opinions and to make clear the basis for my opinions, to provide [rationality], to make my opinions open — to signal that I'm willing to discuss alternative points of view," Portney said.
