Vision and education: Arguments, counter-arguments, rejoinders

This article explains the nature of vision-guided educational practice, makes the case for it, and appraises objections to this approach to education. The discussion is grounded in a critique of the rhetoric and practice associated with American education, a critique that emphasizes the continuing failure to think about educational challenges and practices in relation to larger questions of purpose. Although it recognizes that vision-guided practice can be problematic, the discussion stresses that this is not inevitable and culminates in an affirmation of the need to encourage vision-guided educational planning and practice.