sustained? How can we reduce the poisons in the atmosphere? Can we have a proper balance between population and life support systems? And how can we care compassionately for the very old and very young? The goal of such an inquiry is not to impose a single set of values on all students, but to raise authentic questions and to make honorable the quest.
Nearly fifty years ago, Mark Van Doren wrote, "The connectedness of things is what the educator contemplates to the limit of his capacity." Van Doren said, "No human capacity is great enough to present a vision of the world as simple, but if the educator does not aim at that vision, no one else will, and the consequences are dire when no one does." Van Doren concludes by saying that "the student who can begin early in life to see things as connected has begun the life of learning."5 And this, it seems to me, is the imperative of curriculum reform.
Boyer, Ernest, and Arthur Levine. A Quest for Common Learning. Princeton: Princeton University Press, 1981.
Van Mark Doren. Liberal Education. New York: Henry Holt, 1943.