(1990). Feminist responses to Rogerian argument. Rhetoric Review: Vol. 8, No. 2, pp. 220-232.

In a recent article Peter Elbow posits that good teaching affirms and practices "two conflicting obligations in the job: we have an obligation to students but we also have an obligation to knowledge and society."1 Elbow characterizes the stances in this conflict as "paternal" and "maternal" versions of teaching. Paternal teaching, good for students in the long run, represents "standards and firmness" on behalf of society and knowledge, while maternal teaching, good for knowledge and society in the long run, avows nurture and support of the student (E, 329-330). Elbow suggests that in order to resolve this conflict and to help students, instructors must move back and forth to "function as ally or coach" preparing students for the rigors of achieving "deep knowledge and skills" while "role play[ing] the enemy in a supportive setting" (E, 336, 337). Such an alternation of stances is both nurturing and critical, creating a teaching environment where the student can flourish creatively and critically.