ABSTRACT
When I entered graduate school, to study education in a formal and serious manner, ultimately to become a curriculum theorist, I was already a seasoned but naive teacher. I had two decades of successful teaching, administrating, conference and workshop presenting. My naivety came from my non-recognition that what success I did have-even a Saturday morning TV show with junior high students discussing “great books”—was a personal success only. I did not realize that my practices, my activities, my personality were localized. I believed others could adopt that which I demonstrated. Worse yet, I believed they should so adopt.
