From the "Learning-Centered" Rhetoric of School Reform: A Philosophical Commentary
OPENING REMARKS As a teacher educator working in a predominantly undergraduate institution, I particularly welcome this opportunity to discuss topics that relate philosophical inquiry to educational practice, and promote conversation within the broad educational community. For years, educational philosophers as a group have often been challenged, and sometimes frustrated, by a seeming reality that we have not been particularly recognized for our role in the educational decision making process. Our work, perceived by the American public and our colleagues in the educational community, seems remote, to say the least, to what is going on in the real life of schools.