The primary contribution of this book, however, is not its advocacy
of a specific position but rather, its objective analysis of cogent
topics. The content prompts us to consider governance in relation
to quality education and to ponder alternative policy strategies
that have yet to be fully evaluated. As a young doctoral student
more than a few years ago, William Van Til, an eminent scholar and
a mentor, reminded me almost daily that members of the education
profession had a moral responsibility to address the most difficult
questions about education and democracy. These enduring queries, he
argued, extended to determining how this critical social service
should be organized and controlled and to determining the
appropriate roles for administrators and teachers. Those in our
profession who fail to heed his advice by remaining indifferent to
these philosophical dilemmas should consider Plato's long-standing
warning: ""One of the penalties for refusing to participate in
politics is that you end up being governed by your inferiors.
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