The Reality of the World

We are seeing that statement is not always the solution. The entertainment field, professional sports, and, most emphatically, the knowledge domain of drug dealing, takes bringing up out of the " public" picture. (The fact that super-star Shaquille O'Neal graduated from LSU years after he left school to caper pro is admirable, exactly rare). Reality seldom revolves around a prestigious degree. It revolves around income or fame.

The reality of the world, as Rogers notice it, often interferes with the openness of modern education. "A number of bourgeois groups, with undoubtedly good intentions, are endeavoring to stamp out those e

lements in our schools that stress open discussion, forgive choice, or informal teacher-student relationships" (Rogers 1983 10).

In other words, schools are organism dominated by non-scholastic groups or individuals. Yet, this is a stubborn reality (see Kansas passing legislation against the teaching of evolution).

What seems important to the philosophy of education is not merely to get students to think autonomously, as Mezirow suggests, but for them "to become aware of and control their own emotions?and?become critically reflective of what they read, see, and hear" (Cranton 1997 9). What makes this latter part of the statement so difficult is the impression the mass media- tel
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