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On Mon, 2 Jun 1997 EVasso wrote:
> Thank you for your response:
> <<Perhaps democracy was not the best choice of words for the natural outcome
> of effective human relations which your decribed when you said, "learning is
> about teachers and students constructing and reconstructing knowledge
> together." This is a given and speaks of basic respect for each other in
> the learning process.. You speak of a process which can be found distributed
> through the gamet of learning environments. It has little to do with
> I don't agree. I do not believe that the notion of an (art) curriculum which
> arises from students and teachers constructing and reconstructing knowledge
> together is either "natural" or "can be found distributed..."
> You yourself described a different kind of classroom: "..but please don't
> suggest," you said, "that the quality of art instruction and
> the educational expectations that I have for each of my students should be
> eroded or compromised..."
> I compromise over educational expectations all the time. I make compromises
> with administration, with students who come from abusive homes, students who
> struggle with concepts or skills, with parents who make unfair demands or who
> aren't demanding enough, who are too protective of their kids or not
> protective enough. I make compromises over where I was planning to take the
> class,conceptually, because a child came up with something else, maybe a
> place more interesting to them, or to me. I negotiate, give a little, demand
> a little, work, push, retreat and sometimes advance. And, dictionary
> definitions not withstanding, that is a part of democracy. Teacher as
> gatekeeper is not.
> And with henry's story in mind, I'll just keep on chewing on this bone. I
> ain't pissin' on it.