Sharron Goldman Walker was a public school teacher and principal for almost four decades. She continues to write books and articles about the practice of democracy in the schoolhouse for the preservation of American freedom.

• Introduction, , Prologue, , Dialogue 1, Just Who Are The Modern Day Goths?, Case Study 1, Teachers Ought Not To Be Governed Like Animals For The Pleasure Of Their RidersTeacher Trey Pidation recalls the time when he did not sleep in a Procrustean bed., Dialogue 2, Has Democratic Living Become A Habit Of Mind?, Case Study 2, Democracy Is A Way Of Life That Does Not Come Automatically To UsTeacher Reed Linkquich learns the practice of democracy., Dialogue 3, Is Democracy Something Teachers And Principals Do?, Case Study 3, Democracy Is Pragmatic With No Implicit Teaching FormulaPrincipal Ann Engagement describes the seven periods of teachers., Dialogue 4, Is Democratic Living Learned Through Osmosis?, Case Study 4, Teachers Who Create Clones Create Principals Who Clone TeachersPrincipal Dina Macksy reads from her journals about her cloning process., Dialogue 5, Is Your Philosophy Of People More Relevant Than Your Philosophy Of Education?, Case Study 5, Who Is The Schoolhouse Really About?Tyro teacher Dina Macksy meets Goth leadership at a faculty meeting., Dialogue 6, How Does Control Create Tensions Between The Goths And Democratic Accountability? , Case Study 6, Democracy In Education An Be Practiced By TeachersMegan Chainges practices democracy and moves into the sixth period of teaching., Dialogue 7, Are Education And Democracy More About Clouds Than Clouds?, Case Study 7, Democracy In Education Can Be Practiced By Teachers And Principals Principal Ann Engagement practices democracy and moves into the sixth period of schoolhouse leadership., Epilogue, Avoiding the Demise of Democracy, References , , About the Author, ,

Sharron Goldman Walker is an educational prophet, one who listens and then speaks. Her approach is as radical as our nation, rooted in democracy that is learned by practice in the schools. If democracy is to survive, children must learn how to live it, through reasoned discourse and thoughtful reflection on divergent views. Today’s politics have descended into shouting matches, name-calling, hate and fear. Verbal violence leaks into our schools and morphs into physical harm. Her prescription for problem solving in education is understandable, her style engaging, and her vision possible. The quest for self-governance gave our ancestors the will to fight and die; the same quest might give children the will to live and learn. All educators can find in this book a source of exploration, examination, and excitement.