Margo Gray

Charney believes that when most students entered his classroom, they had never really been challenged on their foundational moral beliefs. They were in what he liked to call a dogmatic slumber. The objective of his course was to wake them up.

Charney insists that he poked holes in students' arguments not for the sake of belittling them and their opinions, but for the sake of teaching them how to think critically, how to justify their beliefs, and how to identify the flaws and contradictions in their own arguments.

Charney insists that he poked holes in students' arguments not for the sake of belittling them and their opinions, but for the sake of teaching them how to think critically, how to justify their beliefs, and how to identify the flaws and contradictions in their own arguments.

Charney insists that he poked holes in students' arguments not for the sake of belittling them and their opinions, but for the sake of teaching them how to think critically, how to justify their beliefs, and how to identify the flaws and contradictions in their own arguments.

The success of the course depended upon students not knowing where Charney stood on any given issue. Students inevitably spent the semester trying to pin down his politics, which is why he'd re-registered as an independent voter early on in his teaching career.

The success of the course depended upon students not knowing where Charney stood on any given issue. Students inevitably spent the semester trying to pin down his politics, which is why he'd re-registered as an independent voter early on in his teaching career.

The success of the course depended upon students not knowing where Charney stood on any given issue. Students inevitably spent the semester trying to pin down his politics, which is why he'd re-registered as an independent voter early on in his teaching career.

One class, he would argue passionately and convincingly for the redistribution of wealth, only to argue exactly the opposite stance the following class.

One class, he would argue passionately and convincingly for the redistribution of wealth, only to argue exactly the opposite stance the following class.

One class, he would argue passionately and convincingly for the redistribution of wealth, only to argue exactly the opposite stance the following class.

Charney cites his willingness to challenge students as the reason that he was repeatedly recognized as one of the university's three most popular professors, that he received above-average student teaching evaluations, and that he was the recipient of multiple teaching awards.

Charney cites his willingness to challenge students as the reason that he was repeatedly recognized as one of the university's three most popular professors, that he received above-average student teaching evaluations, and that he was the recipient of multiple teaching awards.

Charney cites his willingness to challenge students as the reason that he was repeatedly recognized as one of the university's three most popular professors, that he received above-average student teaching evaluations, and that he was the recipient of multiple teaching awards.

So you can imagine Charney's surprise when in April 2018, he got the news. His contract would not be renewed. In effect, he was fired. Charney wasn't sure why he was being let go, but he had a theory.

So you can imagine Charney's surprise when in April 2018, he got the news. His contract would not be renewed. In effect, he was fired. Charney wasn't sure why he was being let go, but he had a theory.

So you can imagine Charney's surprise when in April 2018, he got the news. His contract would not be renewed. In effect, he was fired. Charney wasn't sure why he was being let go, but he had a theory.

Evan Charney got to know Duke in a way few professors or administrators ever do. He had insight into the kinds of things that you can't find in university pamphlets, the kinds of student dynamics, politics, and gossip that are known only to students on campus.

Evan Charney got to know Duke in a way few professors or administrators ever do. He had insight into the kinds of things that you can't find in university pamphlets, the kinds of student dynamics, politics, and gossip that are known only to students on campus.

Evan Charney got to know Duke in a way few professors or administrators ever do. He had insight into the kinds of things that you can't find in university pamphlets, the kinds of student dynamics, politics, and gossip that are known only to students on campus.

On more than one occasion, while discussing the issue of wealth stratification, Charney singled out a student wearing sorority or fraternity insignia and asked how many members of their chapter classified as below middle class.