Activism is becoming more pervasive within academia. Within this paper, we analyse different types of academic activism, focused on the effect these acts will have when enacted by a lecturer. First, a framework is created based on the concept of academic freedom, both in the form of Lerhfreiheit and Lernfreiheit. Second, a scale is suggested, grading perceived acts of activism from non-activist to deep-activist. Third, through the use of three case studies, based on differential societal acceptance and action taken, the scale will be tested and the permissibility of activism within the classroom will be elucidated. While this analytical paper does not posit a definitive answer of whether activism should permeate each lecture, it provides an initial analysis and clear boundaries on actions that are categorically permissible or impermissible. The provided scale of activism and delineation of permissible and impermissible actions can be used to inform university policy when academic activism by staff is considered. This paper argues that ideology should not and cannot be banned from the classroom. By allowing ideology to permeate the lecture hall and foster open discourse, as well as install the capacity to grapple with thorny ethical issues in students, the role of the university in societal transitions can be significant.