ABSTRACT
There is a growing dissatisfaction with our nation’s schools. Daily reminders from the media that schools have become places where teachers no longer teach and students no longer learn persist. Beleaguered educators insist that by holding fast to the instructional models that have become an American tradition, their crumbling institutions will be transformed. Strengthened by a commonsense philosophy (Mayher, 1990), educators are convinced that what worked for so many students for so long should work for today’s students. However, these notions of demanding more of the old to improve the quality of education not only flies in the face of reality, but also resists the search for viable solutions to major dilemmas.
