Abstract
4. Finally, Lehman's model of film pedagogy seems overly simplistic. Given that it is nigh impossible to find a department that does not have scholars with competing viewpoints in its faculty, scorched earth does not appear to be a danger anytime soon. There is no need for individual film scholars to suffer the cognitive dissonance of trying to rationalize mutually exclusive paradigms when students will inevitably be in the position to select informed allegiances simply by virtue of being taught by a variety of faculty with a variety of theoretical approaches. Also, where is the line between research and pedagogy? On the graduate level, we may say that in fact there is no such distinction, and Lehman's citations support that conclusion. But imagine the consequences of hedging research positions because of a fear of confusing or alienating students. Not only would articles and books be weighed down with pointless this is what I think, but .. . passages, but students would be less able to make informed choices about the virtues and flaws
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