ABSTRACT
New visions always require radical, root-like thinking redirected towards origins-in the case at hand, to the sources that give rise to the complexity of pedagogies, curricula, instructional plans, institutional designs, and methods of assessment. In order to gain access to those primal sources of inspiration, we have to hold in abeyance all the assumptions that have led to the current situation, research conclusions, the received opinions about what must be done, the political hard lines. Bracketing all that we think we know, we need to return to fundamental questions of what we want from these institutions for our children, our communities and the world.
