ABSTRACT
The founding philosophy of American higher education emphasized that the classroom was the crucible for the newly emerging democracy. In order for that democracy to flourish, young men and women must be prepared to relate ideas to pragmatic problem-solving responses, to reconcile differences for the common good of the new republic. To intentionally shape reconciliatory classrooms, students, and teachers in the continually changing democracy and world is intellectually and experientially complex. Students and teachers have to learn how to recognize elements of a situation and negotiate for positive change. Things, categories, power dynamics, people, resources, and ideologies of a system do not remain static. There are continually new elements, new participants, unexpected demands, and emerging needs that require not only recognition but also good analysis and strong intellectual conclusions if action is to be useful and meaningful. The legacy of American higher education must be more fully engaged again with resources given from an agreed-upon commitment by all involved.
