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December 10, 2013

The Progressive Case for a Common Curriculum

Do you believe we can morally and lawfully make knowledge demands, however trivial, of one class of citizens but not another?

December 05, 2013

In 'The Spirit of Liberty'

It's probably easier to teach about liberty than democracy. The former is perhaps "natural" to the human species.

December 03, 2013

What Can We Agree to Teach?

A child who does not leave his or her public education endowed with the same body of knowledge as his or her peers is consigned to second-class citizenship

November 21, 2013

The Hard Part: Defining Democracy

We're not natural-born democrats, but we are natural born "intellectuals," "theorists," "jokers," "reflecters," plus possessors of plenty of grit.

November 19, 2013

Educating for Democracy-and Liberty

At their best, our schools have always welcomed children into the body politic, while also serving as engines of upward mobility, individual agency, and self-fulfillment.

November 14, 2013

Before 'What' (We Teach) Comes 'Why'

I want communities, teachers, and students to have lively discourse about what "the future" will look like, rather than "teaching to" a preordained one.

November 12, 2013

Ed Reform Needs a Nixon-to-China Moment

One of the unfortunate effects of our polarized education climate is that it makes enemies of people who might be able to add value to each other's work.

October 29, 2013

Making Better Sense of Our Differences

Is it really "virtuous" to put one's own children ahead of everyone else's? That baffles me. Have I misunderstood you?

October 08, 2013

Faith in Social Mobility Isn't Enough

Test-score achievement may lead to a BA, MA, or PhD, but it isn't the route to a good job if enough good jobs don't exist.

October 01, 2013

Democracy Is an 'Idea,' Not a Recipe

I want some things to "matter" to students, their families, and the school community—and citizens writ large. Habit #5 of our "Habits of Mind" is: "Who cares? Why does it matter?"

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The opinions expressed in Bridging Differences are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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