ABSTRACT
This chapter begins with a brief outline of the way in which print literacy influences the practice of education, how we think about education and also, more generally, how we think about anything and everything. A dialogic theory of education is then outlined that can apply equally to education in oral societies, literate societies and the emerging global Internet-based society. This theory is outlined in the form of answers to the questions: “How do children learn? What should we teach them? How should we teach them?”
