ABSTRACT
An occasional attitude is that ‘it doesn’t really matter, except for the religion teachers…but not for us math, or literature, or social science, or…teachers.’ But this reductionism reflects some of the most debilitating myths of western education: that what people know should be divorced from who they are and how they live; that the disciplines of learning are not simply distinct but separate; that the environment and life of the school is not an aspect of its curriculum; that the ‘personhood’ of teachers does not impinge on how and what they teach; that all education, except what is clearly value laden (e.g., teaching religion), is value free. Beyond being untrue, such myths impede good education.
