Abstract
In this article, Cochran-Smith argues that now more than ever, teacher education needs public intellectuals to challenge prevailing views and expose its governing myths. The author makes this argument by describing two issues that are in great need of public critique: (1) the myth that teacher education is a public policy problem that can be resolved through rationality and science, and (2) the myth that teaching and teacher education for social justice is a feel-good approach to schooling that focuses primarily on being nice to children. The article describes each of these issues in some detail, analyzing the underlying assumptions and problems to illustrate the need for people to speak out about teacher education.
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