In this past Sunday's New York Times Magazine, Michael Berube began to answer a question I didn't realize was nagging me about the liberalization of academia conspiracy: what is actually going on in these classrooms? Berube's argument is, of course, that conservative attacks on dangerous professors are misguided, however validating and exilerating they might be to radical academics. His first major point is that liberalization is really an administrative rather than pedagogic issue to begin with, but it is his second point that relates to pedagogy and that I found most interesting. He reminds us that "classroom dynamics are more dynamic than most accounts admit," which I think is key to the issue, though I don't think Berube makes the argument fully here. He simply observes that, of course, opposing or outrageous opinions can still be expressed in a discussion despite a particular professor's political agenda. That assumes that the liberal professor doesn't tell the outspoken, conservative student to sit down and shut up, which I have a certain ammount of confidence is not the case in your average collegial atmosphere. Still I want to think more through my own pedagogy about how the dynamic dynamics of the classroom can be managaed to facilitate healthy debate, while not censoring my own opinions and those of my students from the curriculum.