Franklin Education & Development

Senior Consultants Include:
Dr. Ludwig Otto, Texas, USA
Dr. Patrick Fitzgerld, Oklahoma, USA
Dr. Bob Hollis, California, USA
Dr. Ralph Haugh, Illinois, USA
Dr. Henry Holesapple, New Jersey, USA
Dr. Jack Harrison, Florida, USA
Professor Ed Pasko, Indiana, USA
Dr. Ngboawaji Daniel Nte, Delta State, Nigeria
Dr. Carlos Eleacyn Cortes Perez,  Barranquilla, Colombia
Rev. Olutomi Gbenga, London, England
Dr. Irikana, Godpower Jackson, Rivers State, Nigeria
Dr. William Gissy, Almaty, Kazakhstan
Jim Meroney, Texas, USA 
Moses Musobya, Cape Town, South Africa
Dr. Milton Lites, Texas, USA
Dr. Darlington Mgbeke, California, USA
Dr. Mike Shaughnessy, New Mexico, USA
Kathy Hobaugh, Colorado, USA
Rev. Grover Weaver, Texas, USA
Dr. Donovan A. McFarlane, Florida, USA
Professor Alfred Stephen Ekpenyong, Akwa Iborn, Nigeria
Professor Ben O’ Dili Okanume, Delta State, Nigeria

School Choice By Peter W. Cookson Jr.

New Haven, CT: Yale University Press, 1994. We are living in a society in which spiritual and moral purpose seems like a vestige of a bygone era. We are experiencing an intellectual and social crisis. The future of American education will be determined not by the winds that glide over the educational landscape but by the hidden seismic faults that push against each other and threaten to cause an educational earthquake. To understand this reform, one must accept the dialectic tension between its practical applications and the moral theater it generates. To describe school choice merely in terms of governance is like describing a painting as pigment on canvas. (p. 4)

Curriculum Work as a Public Moral Enterprise Edited by Rubén Gaztambide-Fernández and James T. Sears, Lanham, MD: Rowman and Littlefield, 2004.

In the closing chapter, Bill Pinar asserts that context and conditions matter — that is, that “structural conditions imposed by others, not our methods, split [theorists] from the schools” (p. 122). Indeed, this collection is testament to the creativity of those willing to cross borders in order to “advocate within the public square for a moral education in which curriculum and pedagogy for human dignity, social and economic justice, spiritual enlightenment, and peace and sustainability are the new standards of excellence” (p. 124).