Abstract
Many readers, like this reviewer, will approach Theodore Brameld's new book with rich recollections of the works that came before: the 1950 version of Patterns; Philosophies of Education in Cultural Perspective; and Toward a Reconstructed Philosophy of Education. Others will come on him afresh and may well discover a heartening radicalism in what he has to say. There are his or her private choosing. Nevertheless, the difference between his proposals and those made by Charles Silberman in the highly influential Crisis in the Classroom is considerable and ought to be confronted. The open classroom and related strategies belong to the progressive tradition; and Professor Brameld would call them moderative, examples of a later liberalism no longer capable of coping with the rapidity of change. Silberman, it is true, blames mindlessness or lack of purpose for the ineffectuality of the schools; but he does not see the need for a cultural norm, nor for a new cultural design.
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