Jodi O'Brien & Judith Howard (1996):
"As teachers, we are not mere conduits of facts and figures. Our power to educate lies in our ability to demonstrate how we use knowledge as a means of naming, sorting, and evaluating experience. Through this process, commonly referred to as 'critical thinking,' we model for our students how one comes to develop the habits of mind. [...] This is not an abstract, detached activity. It is an activity whereby the instructor acts as a role model for the process of critical reflection. The responsibility in this process lies in the willingness to speak and to be accountable to the consequences of the positions one takes. [...] An effective critical analysis of difference requires us first to examine our own position, then to determine what we have to contribute to discussions of race, class, sexuality, gender, age and other systems based on our own position, and finally, to teach from this position...neither apologetic[ally] nor evangelistic[ally]. [...] We cannot leave our character undetermined and/or at the door when we enter the classroom."
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