inclusive is likely to be an unattainable goal, but purposeful exclusion will

guarantee failure.

We need a public education system that accurately reflects the multi-cultural

society it serves. We need a system that fairly treats everyone, regardless of and

because of their differences. But the success of an education system depend on the

value placed on. For example, the difference between a strong education system like

that in Massachusetts and a weak one like in Louisiana is the difference between a

culture that strongly values education and one that does not. Education systems

reflect their society's culture and fosters its values. How will Louisiana ever catch

up?

Curricula is academic knowledge. It consists of the artifacts of an education

system, such as resource allocations, courses, degree requirements, syllabi, campus

life. Like all knowledge, curricula is in a constant process of construction. Curricula

change is a signpost of the commitment of an education system's stakeholders --

administrators, faculty, students, graduates, and the community served. Louisiana's

chance to catch up depends on the commitment of its stakeholders. The educator,

George North, commits to become part of the faculty.

My Epistemological pyramid leans towards its postmodern side. Educators are

key. We validate content and place it into a context. We interactively create

pedagogy that integrates with learners. We insightfully include content that is

coherent with its purposes. We understand that diversity requires that our purposes

be tailored to our learners.

When we do our jobs well, learners/educators form knowledge from the

stress (pedagogical methodology) brought to bareby the educator/learner bond.