This paper summarizes and compares the perspectives of the prior essays in this issue. Goes on to argue that education for democracy requires dialogical, authentic learning rather than the commodification of uniform, standardized knowledge and its acquisition touted by those marketizing education primarily for economic purposes. The paper calls upon educators and university scholars to resist the identification of learning with text scores, and to defend the traditional role of learning in the human emancipation of citizens whose knowledge and life lessons learned in school contribute to their wise governance of themselves.
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