In this essay I return to some issues I addressed in an earlier essay on the “politics of teaching” where I argued, among other things, that teachers can and must assume an explicit political position on certain topics.1 More recently, in a paper on the Graff/Searle debate waged in The New York Review of Books, “Sturm und Searle: Intervention, Transformation, Democratization,” I argued, contra Searle, that if “we” are intervening, whether implicitly or explicitly, in the academy, a number of difficult ques­ tions remain, such as whether, and to what degree, one should be implicit or explicit.2 This rhetorical problem, I noted, is an important political question as well.