regulations, so sacred to unions and bureaucrats alike, might have to be abandoned, as teachers, for example, start their days with team meetings to determine a particular curriculum for a group of children, or as teachers and parents meet over coffee to discuss discipline and curriculum innovations, while the children play in the gym under the supervision of the gym teacher. Some classes might meet at settings outside of the school, the local hospital or a local business, for example, on a periodic or regular basis, as a way of linking their curriculum with issues they will face in the "real" world (e.g., a curriculum on AIDS and health might be taught by a local epidemiologist and, for students hoping to work with computers, a local business might offer weekly seminars on business computing).
Key to the success of this strategy will be the ability of those individuals who sit at the boundaries of schools and make the linkages to other institutions to envision how the linkages will operate in the interests of the child and of the educational process. The nature of education shifts, according to this definition, with increasing demands placed upon teachers and administrators not only to reshape the way they do their work (or "re-engineer" it to use current business slang), by asking the question, "If we were to start over today, how would we envision education?"13 In a sense, asking and answering this question is what Sizer has done in Horace's School, in which a committee charged with school reform basically reinvents the ways in which education takes place. In the next two chapters, we will explore some of the ways in which such linkages are already being made and make some suggestions about what other types of arrangements might be possible.