The most controversial issues of the twenty-first century will pertain to the ends and means of modifying human behavior and who shall determine them. The first educational question will not be 'what knowledge is of the most worth?' but 'what kinds of human beings do we wish to produce?' The possibilities virtually defy our imagination.
A teacher's failure to create an intellectually reflective, engagement for learning is not simply malpractice but it is immoral particularly for students who cannot withdraw.
Most youth still hold the same values of their parents…if we do not alter this pattern, if we don’t resocialize, our system will decay.
The curriculum of the future will be what one might call the humanistic curriculum.
Parents do not own their children. They have no ‘natural right’ to control their education fully.
Education is a task for both parents and state. The state, parents, and children all have interests that must be protected.
It is my expectation that Teacher Education for Democracy and Social Justice will become a rich resource for continuing this multi-layered conversation-from democratic belief to democratic action-that is the hallmark of educational renewal.
Enlightened social engineering is required to face situations that demand global action now. Education is a long-term solution. Parents and the general public must be reached also Otherwise, children and youth enrolled in globally oriented programs may find themselves in conflict with values assumed in the home. And then the educational institution frequently comes under scrutiny and must pull back.
Public education has served as a check on the power of parents, and this is another powerful reason for maintaining it.
Enlightened social engineering is required to face situations that demand global action now.
Educators must resist the quest for certainty. If there were certainty there would be no scientific advancement. So it is with morals and patriotism.
