The basic issues we fight over in education, [Hess] suggests, are not susceptible to definitive settlement. We will never agree on the question of what it means to be truly educated, because this is a matter of principle and preference rather than science. We will never be able to come up with a single model of schooling that works for everyone, because the needs and habits of students differ so dramatically. ... “The frustrating truth,” Hess tells us, “is that there are no permanent solutions in schooling, only solutions that make sense in a given time and place.
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