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From: "Catherine King" <cb.king@verizon.net>
To: Multiple recipients of list <nifl-povracelit@literacy.nifl.gov>
Subject: [NIFL-POVRACELIT:337] Re: talking about purpose, philosopy and
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To Laura Chenven, whose comments I have reflected on
below. I would like to premise my comments by saying
that she and I are generally on the same side here, and
I don't disagree with her in the specifics of her complaints
with the many inequalities that are so evident in the way
things are at present. Indeed, I think her comments are=20
on the side of a wake-up call to myopic Americans and
legislators. =20
However, speaking out about present problems in the=20
way our system is working (or not working) is not the=20
same thing as addressing the underlying general=20
political ground, or the "logos of the idea" that still=20
allows, invites and depends on dialogue and=20
complaints to be aired in the press, on public forums=20
like these, in research projects, etc. where many of us
still do not worry about someone knocking on our=20
door when we speak out about something, or go=20
against others' "interests," like the whistle-blowers=20
Laura speaks of. =20
If some of us do have real fears in this way, and
clearly some of us do, then this is evidence that our=20
present system is suffering corrosion and is even under=20
attack, rather than that the system itself needs changing. =20
I think Laura is speaking about present problems about=20
which many are working within the system, and I am=20
speaking about differences of power structures and flows,
which I thought the original question was about. =20
Laura says: =20
"First of all democracy does not have a political power=20
structure. Democracy is an ideology not a socio-
economic system and not a political structure. There=20
are many potential ways to structure democratic=20
relationships."=20
An ideology has within it an implied power structure.
The power structure of a democracy is loose and=20
tensional, where the power rests in the demos--the=20
people--who, in turn, must be aware, responsible, and
able to communicate freely with their/our=20
representatives (and laws) and institutions about=20
ordering our lives. The power structure is based on=20
dialogue and the "idea" that what is true and best for=20
all will emerge if that dialogue among all of us is=20
protected and encouraged. Education is, at its very=20
core, a dialogue. And all of our laws are based on that=20
prior dialogue. Nothing has come about arbitrarily. =20
I agree that on many fronts this structure is under attack--
I would aim at the power of corporations to attach=20
themselves so close to democratic institutions as to suck=20
the life out of democracy while pretending to help it grow,=20
and usurping the dialogue between the voter and the=20
institution on many fronts, including corporate incursions=20
into education where apparently the important differences=20
between corporate and democratic structures are not=20
understood by our own legislators (or maybe they are?). =20
Generally, the ideology behind corporations tends to be=20
closed and based around use and efficiency, whereas=20
democracies are by definition open and based around=20
a general notion of community and what is good for=20
"all." These are vastly different orders of thought--or
power structures. There is the public institution, but it
is difficult to see how corporations cannot clash at the
philosophical level with democratic assumptions. =20
But obviously if groups of people are oppressed, or=20
if many think they have no voice (and therefore do not=20
have one), then the democracy suffers. Also=20
obviously, education (in the larger sense of liberating=20
us from our ignorance and in enabling us to recognize
problems and to be free to speak up) is central to this=20
structure because that is the only place that hope for an=20
adequate, fair and wise dialogue can possibly emerge.
But this loose and tensional political structure--where
power is dialogue and the dialogue moves between
the people and the representatives and institutions--
depends on our understanding that it will stand=20
anything but ignorance and neglect of the people. The
vacuum is always ready to be filled by some illegitimate
power.=20
To your point, and even though the structure does=20
have many changing faces because of its fluidity, it=20
is still a structure where power flows from place to=20
place by Constitutional mandate.=20
Your question: "The question I would like to ask is=20
democracy for whom," speaks exactly to this point. =20
If we can still make it what we want, and if there is=20
some danger out there (as there always has been=20
and will be) then recognizing both and speaking it=20
early, while due process still has some meaning, and
while we can still appeal to our democratic documents
and institutions, is the most important thing to do--to=20
protect our very ability to say so. =20
Education in this regard speaks to our need to foster=20
our ability to participate in this civic dialogue. Never=20
has adult education been at once so important and so
under fire as now. It is slowly changing into worker
training. And its fundamental relationship to democracy
is not longer understood. =20
Laura says rightly: "We do have some very important=20
democratic rights in this country. However, these are=20
systemic problems that require a change in the power=20
relationships in this country, a change that would=20
implement democracy for a much larger percentage=20
of the population. Education is dangerous because it=20
does threaten an undemocratic power structure. I think=20
that is one reason our schools often discourage real=20
thinking and analysis." Pin that to your refrigerator.
**Agreed and applauded.**
Both the civil rights movement and the feminist revolution
came about in part because we could point to the=20
Constitution on the one hand and to the culture-at-large=20
on the other and show how the two did not match--this=20
action shows us as the hypocrites that we are. This
is what I see Laura as also doing. We can still refer to it=20
freely to show that we are not fulfilling its promise--as=20
Laura has in her note. I agree with her and am aware of
much more, as she probably is. =20
But being able to do that, and making changes in=20
the present loose system, is what we are about and=20
what democracy means--through a collective, free,
and educated voice. =20
The alternatives to this power system are various forms=20
of fascism and communism, kingships, total anarchy=20
which always yields another kind of order, etc. The rise=20
of the corporation is another power structure situation
that, I think with others, carries great dangers. Though
since it is people who run corporations, not necessarily. =20
It will depend on how we/they define our/themselves. =20
Absolute power still corrupts absolutely, however,--I=20
don't think that has changed.=20
But the original question, I think, sounded like we can
choose, like at a supermarket, another power=20
structure in the broader sense--whereas most other=20
power structures tend to, by definition, snuff out that=20
choice, and along with it, all forms of education as the=20
free generation and expression of questions--replacing
it with various forms of indoctrinations--of which=20
"worker training" is one form. =20
The difference, I think, is one of understanding the=20
history of political philosophy. Some, I think, do not=20
understand democracy as placed against its=20
alternatives. In a democracy we can indeed=20
make that choice, but I would argue that it is not a=20
good one and is itself based on a half-recognition
of democratic decay--not on democracy--and a=20
profound ignorance of history, and the human need=20
to reach towards things we do not yet know. If I am=20
right, I think Laura and I do not disagree. Our
democracy is under attack from within--with de
Tocqueville, I would say it needs more, not less,
open support and a new dialogue about what it=20
means, and how adult education relates to it. =20
=20
Catherine King
----- Original Message -----=20
From: Laura Chenven=20
To: Multiple recipients of list=20
Sent: Wednesday, December 27, 2000 6:20 AM
Subject: [NIFL-POVRACELIT:336] Re: talking about purpose, philosopy =
and
Catherine discusses the relationship between democracy and education. =
I am concerned and confused by her comments. First of all democracy =
does not have a political power structure. Democracy is an ideology not =
a socio-economic system and not a political structure. There are many =
potential ways to structure democratic relationships.=20
The question I would like to ask is democracy for whom. Is there =
democracy when the voting system in the US disqualifies a much larger =
percentage of African American voters than white voters? Is there =
democracy when whistle-blowers are routinely fired by large and small =
corporations? Is it democracy when workers who try to organize for =
better working conditions are fired for union organizing? Is it =
democracy when women cannot routinely walk outside at night? Is it =
democracy when Black men are stopped by cops for "driving while black."? =
Is it democracy when children in poor neighborhoods get a worse =
education than those in rich? Is it democracy when employers try to =
prevent workers from getting certified training so that the employer can =
keep the worker indentured to the firm? Is it democracy when our =
government supports school to work initiatives that train poor, urban =
youth how to work at KFC? Is it democracy when tracking segregates =
children even within the few integrated schools that we have? Is it =
democracy where wiretapping and evesdropping is sanctioned by =
corporations and the government against those who might be considered =
"dissidents"? Is it democracy when a huge percentage of adults and =
children have little or no access to quality healthcare? =20
Lets not fool ourselves by the hype. We do have some very important =
democratic rights in this country. However, these are systemic problems =
that require a change in the power relationships in this country, a =
change that would implement democracy for a much larger percentage of =
the population. =20
Education is dangerous because it does threaten an undemocratic power =
structure. I think that is one reason our schools often discourage real =
thinking and analysis.
Laura Chenven
Program Analyst
AFL-CIO Working for America Institute
815 16th St. NW
Washington, DC 20006
Phone: 202 466-8010
Fax: 202 466-6146
Email: lchenven@workingforamerica.org
www.workingforamerica.org
>>> cb.king@verizon.net 12/23/00 06:32PM >>>
Hello Kathy Sikes:
You ask for input about Patrick Shannon's question,=20
with regard to connecting political philosophy and=20
education, and to "begin asking ourselves how these=20
ideologies have influenced us, which elements we=20
value and which we no longer value, and what other=20
possibilities are available to us," for your group,
Student Coalition for Action in Literacy Education. =20
To go to what I think is the heart of the question, and to=20
question the assumptions behind the question you ask, =20
Have you and the other students really been merely
"influenced" by democracy as one ideology among
others--or is it a better question to ask in what way=20
democracy is, and is not, an ideology, like other=20
ideologies? =20
It seems to me that influence is an issue, but a much
deeper phenomenon is the fact that we can even ask=20
these and other kinds of questions while suffering no=20
fear of political or legal impugnment, or social=20
ostracization, and that the spontaneous process of=20
raising these kinds of questions is itself not even=20
questioned as a value--it is so much a part of our
"value system" (or that I may offer a different=20
question).
The point is that the power structure of democracy (in=20
principle) holds a moving tension between the dynamic=20
consciousness of individuals and the questions we ask=20
in dialogue in the community (freedom of speech) on
the one hand, and the laws and the social-ethical-spiritual=20
morays on the other. The place for the Jeffersonian
"little revolution" that is needed once in awhile in a=20
democracy is directly related to this moving tension
where the many-voices structure itself is built around=20
defraying and dismantling oppressive forces that
naturally build up in any group of people. (A good place
to start might be a reading and group discussion of
the "Federalist Papers, especially #10.") =20
The little revolutions are ideas and questions bubbling
up--like yours and mine--that keep the democracy alive,=20
and the Constitution "living," and that are specifically=20
protected under the tender but profound First=20
Amendment. =20
But aren't these ideas and questions, the ones you
are asking, and the openness that they imply, also the=20
living centerpiece of education? =20
The real problem of influence of living in a democracy,
embattled as it is, is that being brought up in one, and
living in one, without experiencing other political
ideologies, creates a natural comfort with our hard-won=20
freedoms. =20
With regard to Shannon's question, if education is=20
understood less in terms of "knowledge that is learned"
and more in terms of the prior open field where=20
questions are raised--in our schools and academies--
then the relationship of education with the political=20
ground that sets the stage for and provides the=20
protection for these questions to flourish can be=20
understood as a crucially foundational relationship. =20
The way Shannon's question is asked seems to imply
both of these problems: (1) that democracy is "just
another ideology among other ideologies we can
afford to choose, like at a supermarket, and that=20
we might consider "other possibilities," but do other
ideologies "allow" (rather invite?) us to question the=20
very ground of the ideology? and would we choose
to embrace an ideology that was not identified with
openness? and (2) that in Shannon's question, if
not in his work, and in the question-to-knowledge=20
dynamism, the question is at least subordinated,=20
and at most forgotten. =20
But the centrality of the raising of questions is what=20
unites education and democracy. This centrality, if
understood fully, points to education as not just
another social program or "career goal," but as=20
a "two-sides-of-the-same-coin" relationship, or
a better metaphor might be that democracy and
education are bookends, and individual persons,
in our communities, are in the center. I don't
know Shannon's work, but my first question of his
work would be if he himself understands the
difference.
I've probably gone on too long, but I thought your
question was a good one, and I hope it has helped.
A good holiday to everyone,=20
Catherine King =20
=20
----- Original Message -----=20
From: Kathy Sikes <ksikes@email.unc.edu>
To: Multiple recipients of list <nifl-povracelit@literacy.nifl.gov>
Sent: Friday, December 22, 2000 9:28 AM
Subject: [NIFL-POVRACELIT:332] talking about purpose, philosopy and =
policy
> Hello to everyone on this list! I am posting a message on behalf of =
the
> staff at the Student Coalition for Action in Literacy Education =
(SCALE).
> We are a national organization supporting the participatory =
education
> and social change work of campus-based literacy programs. An =
article we
> enjoyed reading, one that connects political philosophy and =
education
> policy, is Patrick Shannon's "'What's My Name?': A Politics of =
Literacy
> in the Latter Half of the 20th Century in America." published in =
Reading
> Research Quarterly, Jan-Mar 2000, Vol.35, Issue1, p90. =20
>=20
> Shannon challenges us to "begin asking ourselves how these =
ideologies
> have influenced us, which elements we value and which we no longer
> value, and what other possibilities are available to us." Would that
> question be an interesting place to renew our discussion about the
> philosophical purposes of education and parallel policy =
implications?
>=20
> Best,
>=20
> Kathy
>=20
>=20
>=20
>=20
>=20
> Kathy Sikes, Executive Director
> Student Coalition for Action in Literacy Education
> ph:919.962.1542 fax: 919.962.6020
>=20
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<BODY bgColor=3D#ffffff=20
style=3D"FONT: 8pt MS Sans Serif; MARGIN-LEFT: 2px; MARGIN-TOP: 2px">
<DIV><FONT face=3DArial size=3D3>To Laura Chenven, whose comments I have =
reflected=20
on</FONT></DIV>
<DIV><FONT face=3DArial size=3D3>below. I would like to =
premise my=20
comments by saying</FONT></DIV>
<DIV><FONT face=3DArial size=3D3>that she and I are generally on the =
same side here,=20
and</FONT></DIV>
<DIV><FONT face=3DArial size=3D3>I don't disagree with her in the =
specifics of her=20
complaints</FONT></DIV>
<DIV><FONT face=3DArial size=3D3>with the many inequalities that =
are so evident=20
in the way</FONT></DIV>
<DIV><FONT face=3DArial size=3D3>things are at =
present. Indeed, I=20
think her comments are </FONT></DIV>
<DIV><FONT face=3DArial size=3D3>on the </FONT><FONT face=3DArial =
size=3D3>side of a=20
wake-up call to myopic Americans and</FONT></DIV>
<DIV><FONT face=3DArial size=3D3>legislators. </FONT></DIV>
<DIV> </DIV>
<DIV><FONT face=3DArial size=3D3>However, speaking out =
about </FONT><FONT=20
face=3DArial size=3D3>present </FONT><FONT face=3DArial =
size=3D3>problems in the=20
</FONT></DIV>
<DIV><FONT face=3DArial size=3D3>way </FONT><FONT face=3DArial =
size=3D3>our system is=20
working (or not </FONT><FONT face=3DArial size=3D3>working) is not the =
</FONT></DIV>
<DIV><FONT face=3DArial size=3D3>same </FONT><FONT face=3DArial =
size=3D3>thing as=20
addressing the underlying </FONT><FONT face=3DArial size=3D3>general =
</FONT></DIV>
<DIV><FONT face=3DArial size=3D3>political </FONT><FONT face=3DArial =
size=3D3>ground, or=20
the "logos of the idea" that still </FONT></DIV>
<DIV><FONT face=3DArial size=3D3>allows,</FONT><FONT face=3DArial =
size=3D3> invites and=20
depends on </FONT><FONT face=3DArial size=3D3>dialogue and </FONT></DIV>
<DIV><FONT face=3DArial size=3D3>complaints to be aired in </FONT><FONT =
face=3DArial=20
size=3D3>the press, on </FONT><FONT face=3DArial size=3D3>public forums =
</FONT></DIV>
<DIV><FONT face=3DArial size=3D3>like these, in research projects,=20
etc. </FONT><FONT face=3DArial size=3D3>where many of =
us</FONT></DIV>
<DIV><FONT face=3DArial size=3D3>still do </FONT><FONT face=3DArial =
size=3D3>not worry=20
about someone knocking on </FONT><FONT face=3DArial size=3D3>our =
</FONT></DIV>
<DIV><FONT face=3DArial size=3D3>door </FONT><FONT face=3DArial=20
size=3D3>when </FONT><FONT face=3DArial size=3D3>we speak out about =
something, or=20
go </FONT></DIV>
<DIV><FONT face=3DArial size=3D3>against others' </FONT><FONT =
face=3DArial=20
size=3D3>"interests," like the whistle-blowers </FONT></DIV>
<DIV><FONT face=3DArial size=3D3>Laura speaks of. =
</FONT></DIV>
<DIV><FONT face=3DArial size=3D3></FONT> </DIV>
<DIV><FONT face=3DArial size=3D3>If some of us do have real fears in =
this way,=20
and</FONT></DIV>
<DIV><FONT face=3DArial size=3D3>clearly some of us do, then this =
</FONT><FONT=20
face=3DArial size=3D3>is </FONT><FONT face=3DArial =
size=3D3>evidence that our=20
</FONT></DIV>
<DIV><FONT face=3DArial size=3D3>present system is suffering =
</FONT><FONT face=3DArial=20
size=3D3>corrosion and is even </FONT><FONT face=3DArial size=3D3>under =
</FONT></DIV>
<DIV><FONT face=3DArial size=3D3>attack, </FONT><FONT face=3DArial =
size=3D3>rather than=20
that </FONT><FONT face=3DArial size=3D3>the system itself needs=20
changing. </FONT></DIV>
<DIV><FONT face=3DArial size=3D3>I think Laura is </FONT><FONT =
face=3DArial=20
size=3D3>speaking about present </FONT><FONT face=3DArial =
size=3D3>problems about=20
</FONT></DIV>
<DIV><FONT face=3DArial size=3D3>which many </FONT><FONT face=3DArial =
size=3D3>are=20
working within the system, and I am </FONT></DIV>
<DIV><FONT face=3DArial size=3D3>speaking </FONT><FONT face=3DArial=20
size=3D3>about differences of </FONT><FONT face=3DArial =
size=3D3>power structures=20
and flows,</FONT></DIV>
<DIV><FONT face=3DArial size=3D3>which I thought the original =
question=20
</FONT><FONT face=3DArial size=3D3>was about. </FONT></DIV>
<DIV><FONT face=3DArial size=3D3></FONT> </DIV>
<DIV><FONT face=3DArial size=3D3>Laura says: </FONT></DIV>
<DIV> </DIV>
<DIV><FONT face=3DArial size=3D3>"First of all democracy does not have a =
political=20
power </FONT></DIV>
<DIV><FONT face=3DArial size=3D3>structure. Democracy is an =
ideology not a=20
socio-</FONT></DIV>
<DIV><FONT face=3DArial size=3D3>economic </FONT><FONT face=3DArial =
size=3D3>system=20
and not a political structure. There </FONT></DIV>
<DIV><FONT face=3DArial size=3D3>are many </FONT><FONT face=3DArial=20
size=3D3>potential </FONT><FONT face=3DArial size=3D3>ways to =
structure=20
democratic </FONT></DIV>
<DIV><FONT face=3DArial size=3D3>relationships." </FONT></DIV>
<DIV> </DIV>
<DIV><FONT face=3DArial size=3D3>An ideology has within it an implied =
power=20
structure.</FONT></DIV>
<DIV><FONT face=3DArial size=3D3>The power structure of a democracy is =
loose and=20
</FONT></DIV>
<DIV><FONT face=3DArial size=3D3>tensional, where the power rests in the =
demos--the=20
</FONT></DIV>
<DIV><FONT face=3DArial size=3D3>people--who, in turn, must be aware, =
responsible,=20
and</FONT></DIV>
<DIV><FONT face=3DArial size=3D3>able to communicate freely with =
their/our=20
</FONT></DIV>
<DIV><FONT face=3DArial size=3D3>representatives </FONT><FONT =
face=3DArial size=3D3>(and=20
laws) and institutions about </FONT></DIV>
<DIV><FONT face=3DArial size=3D3>ordering </FONT><FONT face=3DArial =
size=3D3>our=20
lives.</FONT><FONT face=3DArial size=3D3> The =
power structure=20
is </FONT><FONT face=3DArial size=3D3>based on </FONT></DIV>
<DIV><FONT face=3DArial size=3D3>dialogue and the "idea" that what =
is true=20
</FONT><FONT face=3DArial size=3D3>and best </FONT><FONT face=3DArial =
size=3D3>for=20
</FONT></DIV>
<DIV><FONT face=3DArial size=3D3>all will emerge if that dialogue among =
</FONT><FONT=20
face=3DArial size=3D3>all </FONT><FONT face=3DArial size=3D3>of us =
</FONT><FONT=20
face=3DArial size=3D3>is </FONT></DIV>
<DIV><FONT face=3DArial size=3D3>protected and encouraged. =
Education=20
</FONT><FONT face=3DArial size=3D3>is, at its very </FONT></DIV>
<DIV><FONT face=3DArial size=3D3>core, a dialogue. And all of =
our laws=20
are </FONT><FONT face=3DArial size=3D3>based on </FONT><FONT =
face=3DArial size=3D3>that=20
</FONT></DIV>
<DIV><FONT face=3DArial size=3D3>prior dialogue. Nothing has come =
</FONT><FONT=20
face=3DArial size=3D3>about </FONT><FONT face=3DArial =
size=3D3>arbitrarily. =20
</FONT></DIV>
<DIV><FONT face=3DArial size=3D3></FONT> </DIV>
<DIV><FONT face=3DArial size=3D3>I agree that on many fronts this =
structure is=20
</FONT><FONT face=3DArial size=3D3>under attack--</FONT></DIV>
<DIV><FONT face=3DArial size=3D3>I would aim at the power of =
corporations=20
</FONT><FONT face=3DArial size=3D3>to attach </FONT></DIV>
<DIV><FONT face=3DArial size=3D3>themselves so close to democratic =
</FONT><FONT=20
face=3DArial size=3D3>institutions as to suck </FONT></DIV>
<DIV><FONT face=3DArial size=3D3>the life out of democracy while =
</FONT><FONT=20
face=3DArial size=3D3>pretending to help it grow, </FONT></DIV>
<DIV><FONT face=3DArial size=3D3>and usurping th</FONT><FONT =
face=3DArial size=3D3>e=20
dialogue </FONT><FONT face=3DArial size=3D3>between the voter and=20
the </FONT></DIV>
<DIV><FONT face=3DArial size=3D3>institution on </FONT><FONT =
face=3DArial=20
size=3D3>many fronts, including </FONT><FONT face=3DArial =
size=3D3>corporate=20
</FONT><FONT face=3DArial size=3D3>incursions </FONT></DIV>
<DIV><FONT face=3DArial size=3D3>into </FONT><FONT face=3DArial =
size=3D3>education where=20
apparently </FONT><FONT face=3DArial size=3D3>the important =
</FONT><FONT=20
face=3DArial size=3D3>differences </FONT></DIV>
<DIV><FONT face=3DArial size=3D3>between corporate and </FONT><FONT =
face=3DArial=20
size=3D3>democratic </FONT><FONT face=3DArial size=3D3>structures are =
not=20
</FONT></DIV>
<DIV><FONT face=3DArial size=3D3>understood by our own </FONT><FONT =
face=3DArial=20
size=3D3>legislators </FONT><FONT face=3DArial size=3D3>(or maybe they =
are?). =20
</FONT></DIV>
<DIV> </DIV>
<DIV><FONT face=3DArial size=3D3>Generally, the ideology =
behind corporations=20
tends to be </FONT></DIV>
<DIV><FONT face=3DArial size=3D3>closed and based around use and =
efficiency,=20
</FONT><FONT face=3DArial size=3D3>whereas </FONT></DIV>
<DIV><FONT face=3DArial size=3D3>democracies are by definition =
</FONT><FONT=20
face=3DArial size=3D3>open and based </FONT><FONT face=3DArial =
size=3D3>around=20
</FONT></DIV>
<DIV><FONT face=3DArial size=3D3>a general notion of community and what =
is good=20
for </FONT></DIV>
<DIV><FONT face=3DArial size=3D3>"all." These are vastly =
different=20
orders of thought--or</FONT></DIV>
<DIV><FONT face=3DArial size=3D3>power structures. =
There is the=20
public institution, but it</FONT></DIV>
<DIV><FONT face=3DArial size=3D3>is difficult to see how corporations =
cannot clash=20
at the</FONT></DIV>
<DIV><FONT face=3DArial size=3D3>philosophical level with democratic=20
assumptions. </FONT></DIV>
<DIV><FONT face=3DArial size=3D3></FONT> </DIV>
<DIV><FONT face=3DArial size=3D3>But obviously if groups of people are =
</FONT><FONT=20
face=3DArial size=3D3>oppressed, or </FONT></DIV>
<DIV><FONT face=3DArial size=3D3>if many think they have no voice =
(and=20
</FONT><FONT face=3DArial size=3D3>therefore do not </FONT></DIV>
<DIV><FONT face=3DArial size=3D3>have one), then the democracy =
</FONT><FONT=20
face=3DArial size=3D3>suffers. Also </FONT></DIV>
<DIV><FONT face=3DArial size=3D3>obviously, education (in the larger =
</FONT><FONT=20
face=3DArial size=3D3>sense of liberating </FONT></DIV>
<DIV><FONT face=3DArial size=3D3>us from our ignorance and in enabling =
us to=20
recognize</FONT></DIV>
<DIV><FONT face=3DArial size=3D3>problems and to be free to speak up) =
</FONT><FONT=20
face=3DArial size=3D3>is central to </FONT><FONT face=3DArial =
size=3D3>this=20
</FONT></DIV>
<DIV><FONT face=3DArial size=3D3>structure </FONT><FONT face=3DArial =
size=3D3>because=20
that is the only </FONT><FONT face=3DArial size=3D3>place that =
</FONT><FONT=20
face=3DArial size=3D3>hope for an </FONT></DIV>
<DIV><FONT face=3DArial size=3D3>adequate, fair and wise </FONT><FONT =
face=3DArial=20
size=3D3>dialogue can </FONT><FONT face=3DArial size=3D3>possibly =
</FONT><FONT=20
face=3DArial size=3D3>emerge.</FONT></DIV>
<DIV> </DIV>
<DIV><FONT face=3DArial size=3D3>But this loose and tensional political=20
structure--where</FONT></DIV>
<DIV><FONT face=3DArial size=3D3>power is dialogue and the dialogue =
moves=20
between</FONT></DIV>
<DIV><FONT face=3DArial size=3D3>the people and the representatives and=20
institutions--</FONT></DIV>
<DIV><FONT face=3DArial size=3D3>depends on our understanding that it =
will stand=20
</FONT></DIV>
<DIV><FONT face=3DArial size=3D3>anything </FONT><FONT face=3DArial =
size=3D3>but=20
ignorance and neglect of the people. The</FONT></DIV>
<DIV><FONT face=3DArial size=3D3>vacuum is always ready to be filled by =
some=20
illegitimate</FONT></DIV>
<DIV><FONT face=3DArial size=3D3>power. </FONT></DIV>
<DIV> </DIV>
<DIV><FONT face=3DArial size=3D3>To your point, and even though the =
structure=20
does </FONT></DIV>
<DIV><FONT face=3DArial size=3D3>have </FONT><FONT face=3DArial =
size=3D3>many changing=20
faces because of its fluidity, it </FONT></DIV>
<DIV><FONT face=3DArial size=3D3>is still </FONT><FONT face=3DArial =
size=3D3>a structure=20
where power flows from place to </FONT></DIV>
<DIV><FONT face=3DArial size=3D3>place by Constitutional mandate. =
</FONT></DIV>
<DIV><FONT face=3DArial size=3D3></FONT> </DIV>
<DIV><FONT face=3DArial size=3D3>Your question: "<FONT size=3D3>The =
question I would=20
like </FONT></FONT><FONT face=3DArial size=3D3><FONT size=3D3>to ask is=20
</FONT></FONT></DIV>
<DIV><FONT face=3DArial size=3D3><FONT size=3D3>democracy for =
whom," speaks=20
exactly to </FONT></FONT><FONT face=3DArial size=3D3><FONT size=3D3>this =
point. </FONT></FONT></DIV>
<DIV><FONT face=3DArial size=3D3><FONT size=3D3>If we can still make it =
what we want,=20
and </FONT></FONT><FONT face=3DArial size=3D3><FONT size=3D3>if there is =
</FONT></FONT></DIV>
<DIV><FONT face=3DArial size=3D3><FONT size=3D3>some danger out there =
(as there always=20
</FONT></FONT><FONT face=3DArial size=3D3><FONT size=3D3>has been =
</FONT></FONT></DIV>
<DIV><FONT face=3DArial size=3D3><FONT size=3D3>and will =
be) then=20
recognizing both</FONT></FONT><FONT face=3DArial size=3D3><FONT =
size=3D3> and=20
</FONT></FONT><FONT face=3DArial size=3D3><FONT size=3D3>speaking it=20
</FONT></FONT></DIV>
<DIV><FONT face=3DArial size=3D3><FONT size=3D3>early, while due process =
still has=20
some meaning, and</FONT></FONT></DIV>
<DIV><FONT face=3DArial size=3D3>while we can still appeal to our =
democratic=20
documents</FONT></DIV>
<DIV><FONT face=3DArial size=3D3>and institutions, </FONT><FONT =
face=3DArial=20
size=3D3><FONT size=3D3>is the most important </FONT></FONT><FONT =
face=3DArial=20
size=3D3><FONT size=3D3>thing to do--</FONT></FONT><FONT face=3DArial =
size=3D3><FONT=20
size=3D3>to </FONT></FONT></DIV>
<DIV><FONT face=3DArial size=3D3><FONT size=3D3>protect our =
</FONT></FONT><FONT=20
face=3DArial size=3D3><FONT size=3D3>very </FONT></FONT><FONT =
face=3DArial=20
size=3D3><FONT size=3D3>ability to say so. =
</FONT></FONT></DIV>
<DIV><FONT face=3DArial size=3D3><FONT =
size=3D3></FONT></FONT> </DIV>
<DIV><FONT face=3DArial size=3D3><FONT size=3D3>Education in this =
</FONT></FONT><FONT=20
face=3DArial size=3D3><FONT size=3D3>regard </FONT></FONT><FONT =
face=3DArial=20
size=3D3><FONT size=3D3>speaks to our need to foster =
</FONT></FONT></DIV>
<DIV><FONT face=3DArial size=3D3><FONT size=3D3>our ability to =
</FONT></FONT><FONT=20
face=3DArial size=3D3><FONT size=3D3>participate </FONT></FONT><FONT =
face=3DArial=20
size=3D3><FONT size=3D3>in this civic =
dialogue. </FONT></FONT><FONT=20
face=3DArial size=3D3><FONT size=3D3> Never </FONT></FONT></DIV>
<DIV><FONT face=3DArial size=3D3><FONT size=3D3>has adult =
</FONT></FONT><FONT=20
face=3DArial size=3D3>education been at once so important and =
so</FONT></DIV>
<DIV><FONT face=3DArial size=3D3>under fire as now. It is =
slowly=20
changing into worker</FONT></DIV>
<DIV><FONT face=3DArial size=3D3>training. And its fundamental =
relationship to=20
democracy</FONT></DIV>
<DIV><FONT face=3DArial size=3D3>is not longer =
understood. </FONT></DIV>
<DIV> </DIV>
<DIV><FONT face=3DArial size=3D3>Laura says rightly: "We do have =
some very=20
important </FONT></DIV>
<DIV><FONT face=3DArial size=3D3>democratic rights in this =
country. However,=20
these are </FONT></DIV>
<DIV><FONT face=3DArial size=3D3>systemic problems that require a change =
in the=20
power </FONT></DIV>
<DIV><FONT face=3DArial size=3D3>relationships in this country, a =
change that=20
would </FONT></DIV>
<DIV><FONT face=3DArial size=3D3>implement democracy for a much larger =
percentage=20
</FONT></DIV>
<DIV><FONT face=3DArial size=3D3>of the population. <FONT =
size=3D3>Education is=20
dangerous because it </FONT></FONT></DIV>
<DIV><FONT face=3DArial size=3D3><FONT size=3D3>does threaten an =
undemocratic power=20
structure. I think </FONT></FONT></DIV>
<DIV><FONT face=3DArial size=3D3><FONT size=3D3>that is one reason our =
schools often=20
discourage real </FONT></FONT></DIV>
<DIV><FONT face=3DArial size=3D3><FONT size=3D3>thinking and =
analysis." =20
Pin that to your refrigerator.</FONT></FONT></DIV>
<DIV><FONT face=3DArial size=3D3><FONT size=3D3> **Agreed and=20
applauded.**</FONT></FONT></DIV>
<DIV><FONT face=3DArial size=3D3></FONT> </DIV>
<DIV><FONT face=3DArial size=3D3>Both the civil rights movement and the =
feminist=20
revolution</FONT></DIV>
<DIV><FONT face=3DArial size=3D3>came about in part because we could =
point to the=20
</FONT></DIV>
<DIV><FONT face=3DArial size=3D3>Constitution </FONT><FONT face=3DArial =
size=3D3>on the=20
one hand and to the culture-at-large </FONT></DIV>
<DIV><FONT face=3DArial size=3D3>on the other </FONT><FONT face=3DArial =
size=3D3>and=20
show how the two did not match--this </FONT></DIV>
<DIV><FONT face=3DArial size=3D3>action shows us as the hypocrites that =
we=20
are. This</FONT></DIV>
<DIV><FONT face=3DArial size=3D3>is what I see Laura as also =
doing. =20
</FONT><FONT face=3DArial size=3D3>We can still refer to it =
</FONT></DIV>
<DIV><FONT face=3DArial size=3D3>freely to show that we are not =
</FONT><FONT=20
face=3DArial size=3D3>fulfilling </FONT><FONT face=3DArial size=3D3>its =
promise--as=20
</FONT></DIV>
<DIV><FONT face=3DArial size=3D3>Laura has in her =
note. I agree=20
with her and am aware of</FONT></DIV>
<DIV><FONT face=3DArial size=3D3>much more, as she probably=20
is. </FONT><FONT face=3DArial size=3D3> </FONT></DIV>
<DIV><FONT face=3DArial size=3D3></FONT> </DIV>
<DIV><FONT face=3DArial size=3D3>But being able to do that, and making =
</FONT><FONT=20
face=3DArial size=3D3>changes in </FONT></DIV>
<DIV><FONT face=3DArial size=3D3>the present loose system, is what we =
are=20
</FONT><FONT face=3DArial size=3D3>about and </FONT></DIV>
<DIV><FONT face=3DArial size=3D3>what democracy means--through a =
collective,=20
free,</FONT></DIV>
<DIV><FONT face=3DArial size=3D3>and educated =
voice. </FONT></DIV>
<DIV> </DIV>
<DIV><FONT face=3DArial size=3D3>The alternatives </FONT><FONT =
face=3DArial size=3D3>to=20
this </FONT><FONT face=3DArial size=3D3>power system are various forms =
</FONT></DIV>
<DIV><FONT face=3DArial size=3D3>of fascism and </FONT><FONT =
face=3DArial=20
size=3D3>communism, kingships, total anarchy </FONT></DIV>
<DIV><FONT face=3DArial size=3D3>which always </FONT><FONT face=3DArial =
size=3D3>yields=20
another kind of order, etc. The rise =
</FONT></DIV>
<DIV><FONT face=3DArial size=3D3>of the </FONT><FONT face=3DArial =
size=3D3>corporation=20
is another power structure situation</FONT></DIV>
<DIV><FONT face=3DArial size=3D3>that, I think </FONT><FONT face=3DArial =
size=3D3>with=20
others, carries great dangers. T</FONT><FONT face=3DArial=20
size=3D3>hough</FONT></DIV>
<DIV><FONT face=3DArial size=3D3>since it is people who run =
corporations, not=20
necessarily. </FONT></DIV>
<DIV><FONT face=3DArial size=3D3>It will </FONT><FONT face=3DArial =
size=3D3>depend on=20
how we/they define our/themselves. </FONT></DIV>
<DIV><FONT face=3DArial size=3D3>Absolute power still corrupts =
absolutely,=20
however,--I </FONT></DIV>
<DIV><FONT face=3DArial size=3D3>don't think </FONT><FONT face=3DArial =
size=3D3>that has=20
changed.</FONT> </DIV>
<DIV> </DIV>
<DIV><FONT face=3DArial size=3D3>But the original question, I think, =
sounded like we=20
can</FONT></DIV>
<DIV><FONT face=3DArial size=3D3>choose, like at a supermarket, another =
power=20
</FONT></DIV>
<DIV><FONT face=3DArial size=3D3>structure in the broader sense--whereas =
most other=20
</FONT></DIV>
<DIV><FONT face=3DArial size=3D3>power structures tend to, </FONT><FONT =
face=3DArial=20
size=3D3>by definition, snuff out that </FONT></DIV>
<DIV><FONT face=3DArial size=3D3>choice, and </FONT><FONT face=3DArial =
size=3D3>along=20
with it, all </FONT><FONT face=3DArial size=3D3>forms of education as =
the=20
</FONT></DIV>
<DIV><FONT face=3DArial size=3D3>free </FONT><FONT face=3DArial =
size=3D3>generation and=20
</FONT><FONT face=3DArial size=3D3>expression </FONT><FONT face=3DArial =
size=3D3>of=20
questions--replacing</FONT></DIV>
<DIV><FONT face=3DArial size=3D3>it with various forms of =
indoctrinations--of which=20
</FONT></DIV>
<DIV><FONT face=3DArial size=3D3>"worker training" is one=20
form. </FONT></DIV>
<DIV><FONT face=3DArial size=3D3></FONT> </DIV>
<DIV><FONT face=3DArial size=3D3>The difference, I think, is =
</FONT><FONT=20
face=3DArial size=3D3>one </FONT><FONT face=3DArial =
size=3D3>of </FONT><FONT=20
face=3DArial size=3D3>understanding the </FONT></DIV>
<DIV><FONT face=3DArial size=3D3>history of political=20
philosophy. </FONT><FONT face=3DArial size=3D3>Some, I think, =
do not=20
</FONT></DIV>
<DIV><FONT face=3DArial size=3D3>understand democracy as placed =
</FONT><FONT=20
face=3DArial size=3D3>against its </FONT></DIV>
<DIV><FONT face=3DArial size=3D3>alternatives. </FONT><FONT =
face=3DArial=20
size=3D3>In a </FONT><FONT face=3DArial size=3D3>democracy we can indeed =
</FONT></DIV>
<DIV><FONT face=3DArial size=3D3>make that choice, but I </FONT><FONT =
face=3DArial=20
size=3D3>would argue that it is not a </FONT></DIV>
<DIV><FONT face=3DArial size=3D3>good </FONT><FONT face=3DArial =
size=3D3>one and is=20
itself </FONT><FONT face=3DArial size=3D3>based on a =
half-recognition</FONT></DIV>
<DIV><FONT face=3DArial size=3D3>of democratic decay</FONT><FONT =
face=3DArial=20
size=3D3>--not on democracy--and a </FONT></DIV>
<DIV><FONT face=3DArial size=3D3>profound </FONT><FONT face=3DArial =
size=3D3>ignorance=20
of history, and the </FONT><FONT face=3DArial size=3D3>human need =
</FONT></DIV>
<DIV><FONT face=3DArial size=3D3>to reach </FONT><FONT face=3DArial =
size=3D3>towards=20
</FONT><FONT face=3DArial size=3D3>things we do not yet </FONT><FONT =
face=3DArial=20
size=3D3>know. If I am </FONT></DIV>
<DIV><FONT face=3DArial size=3D3>right, </FONT><FONT face=3DArial =
size=3D3>I think Laura=20
and I do not disagree. Our</FONT></DIV>
<DIV><FONT face=3DArial size=3D3>democracy is under attack from =
within--with=20
de</FONT></DIV>
<DIV><FONT face=3DArial size=3D3>Tocqueville, I would say it needs more, =
not=20
less,</FONT></DIV>
<DIV><FONT face=3DArial size=3D3>open support and a new dialogue about =
what it=20
</FONT></DIV>
<DIV><FONT face=3DArial size=3D3>means, </FONT><FONT face=3DArial =
size=3D3>and how adult=20
education relates to it. </FONT></DIV>
<DIV><FONT face=3DArial size=3D3> </FONT></DIV>
<DIV><FONT face=3DArial size=3D3>Catherine King</FONT></DIV>
<DIV> </DIV>
<DIV> </DIV>
<DIV> </DIV>
<DIV><FONT face=3DArial size=3D3> </FONT>----- Original =
Message -----=20
</DIV>
<BLOCKQUOTE=20
style=3D"BORDER-LEFT: #000000 2px solid; MARGIN-LEFT: 5px; MARGIN-RIGHT: =
0px; PADDING-LEFT: 5px; PADDING-RIGHT: 0px">
<DIV=20
style=3D"BACKGROUND: #e4e4e4; FONT: 10pt arial; font-color: =
black"><B>From:</B>=20
<A href=3D"mailto:lchenven@workingforamerica.org"=20
title=3Dlchenven@workingforamerica.org>Laura Chenven</A> </DIV>
<DIV style=3D"FONT: 10pt arial"><B>To:</B> <A=20
href=3D"mailto:nifl-povracelit@literacy.nifl.gov"=20
title=3Dnifl-povracelit@literacy.nifl.gov>Multiple recipients of =
list</A> </DIV>
<DIV style=3D"FONT: 10pt arial"><B>Sent:</B> Wednesday, December 27, =
2000 6:20=20
AM</DIV>
<DIV style=3D"FONT: 10pt arial"><B>Subject:</B> [NIFL-POVRACELIT:336] =
Re:=20
talking about purpose, philosopy and</DIV>
<DIV><BR></DIV>
<DIV><FONT size=3D3>Catherine discusses the relationship between =
democracy and=20
education. I am concerned and confused by her comments. =
First of=20
all democracy does not have a political power structure. =
Democracy is an=20
ideology not a socio-economic system and not a political =
structure. =20
There are many potential ways to structure democratic=20
relationships. </FONT></DIV>
<DIV><FONT size=3D3>The question I would like to ask is democracy for=20
whom. Is there democracy when the voting system in the US =
disqualifies a=20
much larger percentage of African American voters than white =
voters? Is=20
there democracy when whistle-blowers are routinely fired by large and =
small=20
corporations? Is it democracy when workers who try to organize =
for=20
better working conditions are fired for union organizing? Is it=20
democracy when women cannot routinely walk outside at night? Is =
it=20
democracy when Black men are stopped by cops for "driving while =
black."? =20
Is it democracy when children in poor neighborhoods get a worse =
education than=20
those in rich? Is it democracy when employers try to prevent =
workers=20
from getting certified training so that the employer can keep the =
worker=20
indentured to the firm? Is it democracy when our government =
supports=20
school to work initiatives that train poor, urban youth how to =
work at=20
KFC? Is it democracy when tracking segregates children even =
within the=20
few integrated schools that we have? Is it democracy where wiretapping =
and=20
evesdropping is sanctioned by corporations and the government against =
those=20
who might be considered "dissidents"? Is it democracy when a =
huge=20
percentage of adults and children have little or no access to quality=20
healthcare? </FONT></DIV>
<DIV> </DIV>
<DIV><FONT size=3D3>Lets not fool ourselves by the hype. We do =
have some=20
very important democratic rights in this country. However, these =
are=20
systemic problems that require a change in the power relationships in =
this=20
country, a change that would implement democracy for a much =
larger=20
percentage of the population. </FONT></DIV>
<DIV><FONT size=3D3>Education is dangerous because it does threaten an =
undemocratic power structure. I think that is one reason our =
schools=20
often discourage real thinking and analysis.</FONT></DIV>
<DIV> </DIV>
<DIV> </DIV>
<DIV><FONT size=3D3>Laura Chenven<BR>Program Analyst<BR>AFL-CIO =
Working for=20
America Institute<BR>815 16th St. NW<BR>Washington, DC =
20006</FONT></DIV>
<DIV> </DIV>
<DIV>Phone: 202 466-8010<BR>Fax: 202 466-6146<BR>Email: <A =
=
href=3D"mailto:lchenven@workingforamerica.org">lchenven@workingforamerica=
.org</A><BR><A=20
=
href=3D"http://www.workingforamerica.org">www.workingforamerica.org</A></=
DIV>
<DIV> </DIV>
<DIV>>>> cb.king@verizon.net 12/23/00 06:32PM =
>>><BR>Hello=20
Kathy Sikes:<BR><BR>You ask for input about Patrick Shannon's =
question,=20
<BR>with regard to connecting political philosophy and <BR>education, =
and to=20
"begin asking ourselves how these <BR>ideologies have influenced us, =
which=20
elements we <BR>value and which we no longer value, and what other=20
<BR>possibilities are available to us," for your group,<BR>Student =
Coalition=20
for Action in Literacy Education. <BR><BR>To go to what I think =
is the=20
heart of the question, and to <BR>question the assumptions behind the =
question=20
you ask, <BR><BR>Have you and the other students really =
been=20
merely<BR>"influenced" by democracy as one ideology =
among<BR>others--or is it=20
a better question to ask in what way <BR>democracy is, and is not, an=20
ideology, like other <BR>ideologies? <BR><BR>It seems to me that =
influence is an issue, but a much<BR>deeper phenomenon is the fact =
that we can=20
even ask <BR>these and other kinds of questions while suffering no =
<BR>fear of=20
political or legal impugnment, or social <BR>ostracization, and that =
the=20
spontaneous process of <BR>raising these kinds of questions is itself =
not even=20
<BR>questioned as a value--it is so much a part of our<BR>"value =
system" (or=20
that I may offer a different <BR>question).<BR><BR>The point is that =
the power=20
structure of democracy (in <BR>principle) holds a moving tension =
between the=20
dynamic <BR>consciousness of individuals and the questions we ask =
<BR>in=20
dialogue in the community (freedom of speech) on<BR>the one hand, and =
the laws=20
and the social-ethical-spiritual <BR>morays on the other. =
The=20
place for the Jeffersonian<BR>"little revolution" that is needed once =
in=20
awhile in a <BR>democracy is directly related to this moving =
tension<BR>where=20
the many-voices structure itself is built around <BR>defraying and =
dismantling=20
oppressive forces that<BR>naturally build up in any group of=20
people. (A good place<BR>to start might be a reading and =
group=20
discussion of<BR>the "Federalist Papers, especially #10.") =
<BR><BR>The=20
little revolutions are ideas and questions bubbling<BR>up--like yours =
and=20
mine--that keep the democracy alive, <BR>and the Constitution =
"living," and=20
that are specifically <BR>protected under the tender but profound =
First=20
<BR>Amendment. <BR><BR>But aren't these ideas and =
questions, the=20
ones you<BR>are asking, and the openness that they imply, also the =
<BR>living=20
centerpiece of education? <BR><BR>The real problem of influence =
of=20
living in a democracy,<BR>embattled as it is, is that being brought up =
in one,=20
and<BR>living in one, without experiencing other =
political<BR>ideologies,=20
creates a natural comfort with our hard-won <BR>freedoms. =20
<BR><BR>With regard to Shannon's question, if education is =
<BR>understood less=20
in terms of "knowledge that is learned"<BR>and more in terms of the =
prior open=20
field where <BR>questions are raised--in our schools and =
academies--<BR>then=20
the relationship of education with the political <BR>ground that sets =
the=20
stage for and provides the <BR>protection for these questions to =
flourish can=20
be <BR>understood as a crucially foundational =
relationship. =20
<BR><BR>The way Shannon's question is asked seems to imply<BR>both of =
these=20
problems: (1) that democracy is "just<BR>another ideology among =
other=20
ideologies we can<BR>afford to choose, like at a supermarket, and that =
<BR>we=20
might consider "other possibilities," but do other<BR>ideologies =
"allow"=20
(rather invite?) us to question the <BR>very ground of the ideology? =
and would=20
we choose<BR>to embrace an ideology that was not identified=20
with<BR>openness? and (2) that in Shannon's question, if<BR>not =
in his=20
work, and in the question-to-knowledge <BR>dynamism, the question is =
at least=20
subordinated, <BR>and at most forgotten. =
<BR><BR>But=20
the centrality of the raising of questions is what <BR>unites =
education and=20
democracy. This centrality, if<BR>understood fully, points to =
education as not=20
just<BR>another social program or "career goal," but as <BR>a=20
"two-sides-of-the-same-coin" relationship, or<BR>a better metaphor =
might be=20
that democracy and<BR>education are bookends, and individual =
persons,<BR>in=20
our communities, are in the center. I don't<BR>know =
Shannon's=20
work, but my first question of his<BR>work would be if he himself =
understands=20
the<BR>difference.<BR><BR>I've probably gone on too long, but I =
thought=20
your<BR>question was a good one, and I hope it has helped.<BR><BR>A =
good=20
holiday to everyone, <BR><BR>Catherine King =20
<BR> <BR><BR><BR><BR><BR><BR>----- =
Original=20
Message ----- <BR>From: Kathy Sikes =
<ksikes@email.unc.edu><BR>To:=20
Multiple recipients of list =
<nifl-povracelit@literacy.nifl.gov><BR>Sent:=20
Friday, December 22, 2000 9:28 AM<BR>Subject: [NIFL-POVRACELIT:332] =
talking=20
about purpose, philosopy and policy<BR><BR><BR>> Hello to everyone =
on this=20
list! I am posting a message on behalf of the<BR>> staff at =
the=20
Student Coalition for Action in Literacy Education =
(SCALE).<BR>> We=20
are a national organization supporting the participatory =
education<BR>> and=20
social change work of campus-based literacy programs. An article =
we<BR>> enjoyed reading, one that connects political philosophy and =
education<BR>> policy, is Patrick Shannon's "'What's My Name?': A =
Politics=20
of Literacy<BR>> in the Latter Half of the 20th Century in =
America."=20
published in Reading<BR>> Research Quarterly, Jan-Mar 2000, Vol.35, =
Issue1,=20
p90. <BR>> <BR>> Shannon challenges us to "begin asking =
ourselves=20
how these ideologies<BR>> have influenced us, which elements we =
value and=20
which we no longer<BR>> value, and what other possibilities are =
available=20
to us." Would that<BR>> question be an interesting place to renew =
our=20
discussion about the<BR>> philosophical purposes of education and =
parallel=20
policy implications?<BR>> <BR>> Best,<BR>> <BR>> =
Kathy<BR>>=20
<BR>> <BR>> <BR>> <BR>> <BR>> Kathy Sikes, Executive=20
Director<BR>> Student Coalition for Action in Literacy =
Education<BR>>=20
ph:919.962.1542 fax: 919.962.6020<BR>>=20
<BR><BR></DIV></BLOCKQUOTE></BODY></HTML>
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