Within the precincts of Harvard University, one can still hear an ardent defense of the venerable distinction between “facts” and “values,” or, as sometimes put, between “description” and “evaluation.” Arguments over this distinction go to the heart of the relation of ethics to scholarship, as was vividly illustrated recently by a controversy in this university concerning a doctoral dissertation proposal in “ethnonational studies.” Among other things, the proposal, which envisioned an examination and a critique of ideas of citizenship, as they bear on a contemporary case of ethnonational conflict, was criticized for being more a piece of advocacy, more the subject for an op-ed article, than serious scholarship. The possible consequences were portentous. If the case against the proposal had stood, the candidate would, in effect, have had no right as a scholar to pursue such a line of inquiry in the way proposed.