ABSTRACT
Our discussion will also be aware of the need for the process of transformation to be imbued with the values, relationships and ethics of our objectives. Even if feasible, we cannot seek radical democratic education by means of centralised diktat or technobureaucratic programming. So there will be no authorial and authoritative commandments, setting out what must be done to replace one system by another. We lack the confidence, but more important the inclination, to do this. Instead, we explore more modest possibilities for moving towards one of many alternatives: those possibilities include radical reform, democratic experimentalism and prefigurative practice, through which a willingness for transformation, where it exists, can be nurtured and put to work in stages to produce cumulative change. This is step-by-step as a deliberate strategy, in which each step brings new learning and worthwhile change.
