ABSTRACT
The title of this book and of this chapter is vexing. On the one hand, it appears that schooling is the locus of the drama; then again, it appears that the drama being considered is much larger than schooling. What the bothersome juxtaposition of phrases is meant to convey is fundamentally what John Dewey proposed as a view of schooling, namely, that schooling was not a preparation for life, but that the schooling one experienced was an experience of life. As one experienced that life, one was also being schooled in living, and in the process of experimental knowing that led to the continuous transformation of experience upon which an authentically democratic society depended.1
