If a teacher has the time/space to self-evaluate, then _she_ will be able
to make that decision and I(or others) may help by providing information
and support. But if a teacher is required to use dialogue more than
monologue, how can anyone know (believe, hope, etc) that the teacher will
be willing or skilled enough to pull it off or then even if she is both of
those things, that the students/parents/community will accept the new thing
that she is doing. This is where the context plays such a big role. This is
what makes best, or even better, practices so difficult to generalize. n
As to how to solve part-whole problem, my view is that we cannot. We
can only inquire into it, but that inquiry requires also entering into
it. I think critical activity might be a name for it.