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This article attempts to analyse the ongoing debate regarding open‐mindedness as an educational value. The views of Hare, McLaughlin and Gardner are considered. They do not always agree on what open‐mindedness is, and the discussion could benefit from a more unified terminology and better counter‐examples. The value and limitations of open‐mindedness in both science and the humanities are discussed and analysed. It is argued that open‐mindedness, while clearly a virtue if not taken to excess, need not be a goal of the educational process.