"In a book the writer is often
trying to persuade others of the result of his thinking; in a classroom
the teacher ought to be trying to show others how one man thinks--and at
the same time reveal what a fine feeling he gets when he does it well.
The teacher ought then, it seems to me, to make very explicit the assumptions,
the facts, the methods, the judgments. He ought not to hold back
anything, but ought to take it very slowly and at all times repeatedly
make clear the full range of moral alternatives before he gives his own
choice" (The Sociological Imagination,
1959, p. 79).