ABSTRACT
There are intricate relationships between educational philosophies and the practice of those philosophies. Sometimes, the most cherished principles and concepts are clearly reflected in the daily practices of teachers and students. At other times, there are obvious tensions (and, at points, direct contradictions) between what has been espoused and what is done. And there are times in which the practice pushes the theory, that is, in which experiments in learning force us to expand the way in which we have imagined what we can or should do.
