idiosyncratic, but resonates with others and is reminiscent of other formu-
lations. As I see it, the difficult questions before us are these: Can we create
ways for people to learn the kinds of things that are necessary for functional
adaptation without stifling their capacity to continuously create their
growth? Can schools become environments that support children to perform
not only as learners but as developers of their lives? The prevalent mode of
education--acquisitional learning--is grounded in a world view and a
psychology which give primacy to knowing. This is, in my view, inconsistent
with ongoing developmental activity. Can we create developmental learning
and schools for growth?

This book is both about discovering (developing) development and a
continuation of my own journey to discover it/to develop. It attempts to
deconstruct the existing relationship between development, learning, and
schooling and to reconstruct a new relationship centered in developmental
activity. It presents concrete practices from specific educational programs
operating in the United States and elsewhere that focus on the activity of
developing, rather than on adaptation and learning (or even development)
as usually understood. The new perspective on development is offered in
the hope that it might contribute to creating the sort of environment in
which all varieties of new ideas and educational innovations can be seen,
heard, enthusiastically supported, and continue to develop.

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