“No matter how carefully he deliberates, how artfully he develops alternative modes of instruction, the teacher is forever involved in constituting meanings. This act of forming applies to perspectives on the teaching act, on education viewed as intentional undertaking and as social enterprise. It applies to the perspectives through which persons are seen, knowledge structures apprehended, ethical problems resolved. Also it applies to questions touching on dissent, reform, and the transformation of cultural institutions; it applies to the methods chosen for responding to the inhumanities of the time. The teacher can not assert that the schools should or should not ‘dare to change the social order.’ He must choose the part he will play in such an effort” 1