506 | Scholarship and Advocacy than on material developed by advocates So is it proper for a teacher to be an advocate in the classroom or, the other extreme, is a teacher necessarily, even unwittingly, an advocate? Is she required to and can she, actually and metaphorically, take off her Obama button before entering the classroom? The earlier argument regarding scholarship applies roughly to pedagogy Ideally, a teacher presents all sides of an issue or, better still, fosters critical thinking applicable to understanding any issue But, in practice, teaching, like scholarship, is value-laden Choice of curriculum, questions raised, even style of teaching all occur within a context of personal and professional assumptions and values that have leanings, that are evaluative and that, at least implicitly, are advocatory In response to the recognition that both pedagogy and scholarship are advocatory platforms, many critics have suggested that the scholar, the main concern here, present her position on issues raised by the research An investigator of the history of meat-eating would, in effect, indicate what she typically has for dinner and why The investigator explicitly presents her perspective and reflects on the way in which that perspective informed the investigation The effort to be transparent by indicating how the issue under study is informed by the author’s values inoculates the reader against this personal bias Whether subtracting that perspective or, better, critically adding it to others, the reader can take it into account The recognition that all scholars are advocates even while on the job legitimizes wearing those two hats, scholar and advocate This enriches both the academy and the animal protection movement as it fosters reciprocity between the two Animal protection organizations currently employ scholars from many fields as part of their own research and policy development efforts Other scholars, remaining in universities, can be recognized as advocates without losing their credibility as independent investigators of the issues for which they advocate This is particularly the case for fields that investigate issues that are necessarily evaluative For examples, a philosopher of ethics develops a theory that nonhuman animals should be taken into consideration when we evaluate whether an act is good or bad The thesis itself is necessarily advocatory, and therefore no heads turn when that philosopher joins forces with those who work to implement it in treatment of animals A second example, that of a political scientist studying social justice movements, uses the animal protection movement as an example It is difficult for this investigator to not be influenced by her views on animals and the movement in their behalf, whether negatively or positively Again, no criticism of the scholar would follow if she ended the study with recommendations intended either to assist or constrain that movement Another example is research that establishes that individuals of a particular species have sophisticated intellectual and social capabilities An investigator in the natural sciences is more likely to maintain the traditional posture of neutral or independent observation, contemporary challenges to that claim notwithstanding However, a number of such investigators eventually become advocates Some so because they feel the need to compensate animals for using them purely as objects of study, particularly when that study involved deprivation or harm to those animals Arguably, a scholar whose use of animals had a cost to them is obligated to become an advocate for their benefit