Telling Others About Oneself Is...no Simple Matter.

We Begin With The Hypothesis That Any Subject Can Be Taught Effectively In Some Intellectually Honest Form To Any Child At Any Stage Of Development.

Surely Knowledge Of The Natural World, Knowledge Of The Human Condition, Knowledge Of The Nature And Dynamics Of Society, Knowledge Of The Past So That One May Use It In Experiencing The Present And Aspiring To The Future--all Of These, It Would Seem Reasonable To Suppose, Are Essential To An Educated Man. To These Must Be Added Another--knowledge Of The Products Of Our Artistic Heritage That Mark The History Of Our Esthetic Wonder And Delight.

Rather, The Master Question From Which The Mission Of Education Research Is Derived: What Should Be Taught To Whom, And With What Pedagogical Object In Mind? That Master Question Is Threefold: What, To Whom, And How? Education Research, Under Such A Dispensation, Becomes An Adjunct Of Educational Planning And Design. It Becomes Design Research In The Sense That It Explores Possible Ways In Which Educational Objectives Can Be Formulated And Carried Out In The Light Of Cultural Objectives And Values In The Broad.

The Agentive Mind Is Not Only Active In Nature, But It Seeks Out Dialogue And Discourse With Other Active Minds. And It Is Through This Dialogic, Discursive Process That We Come To Know The Other And His Points Of View, His Stories. We Learn An Enormous Amount Not Only About The World But About Ourselves By Discourse With Others.

Knowledge Helps Only When It Descends Into Habits.