Volume 5 Issue 1

The Identity of Education

Kwame Anthony Appiah

University of Pennsylvania Graduate School of Education 
Graduation Ceremony, May 12, 2007


Something seems wanting in America to incite and stimulate Youth to Study. In Europe the Encouragements to Learning are of themselves much greater than can be given here. Whoever distinguishes himself there, in either of the three learned Professions, gains Fame, and often Wealth and Power: A poor Man's Son has a Chance, if he studies hard, to rise, either in the Law or the Church, to gainful Offices or Benefices; … to have a Voice in Parliament, …; as a Statesman or first Minister to govern Nations, and even to mix his Blood with Princes.1

One Teacher’s Path to Progressive Pedagogy

Mathangi Subramanian


This article is a narrative of one educator’s reflections on her journey toward becoming a “progressive pedagogue.” The author believes that progressive pedagogy requires the complete equalization of power between teachers and students in the classroom, which is often hindered by historical constructs built into the public education system and the unconscious recesses of the middle class mind.  The author identifies three historically constructed “myths” of American education and uses these myths as a lens for her reflections on her teaching practice and beliefs.

“Are you absolutely sure?”