Looking Toward the 21st Century: Challenges of Educational Theory and Practice

While it may be a truism it is nonetheless true that much of what we do, individually and collec-tively, is shaped by qu^personal j i is tor ies. For that reason I begin this paper by describing some aspects of n ^ b a c k g r o u n d. Doing so provides a context for what fol-lows, and for understanding my hopes and aspirations for