tically an…tivity, and empowerment. These same educators are asking themselves a series of relevant questions: Are marks and awards promoting competition and hurting self-esteem? Shouldn’t we be rewarding process, effort, ingenuity, empathy, and resilience? Are we assessing a student’s ability to imitate a model rather than to think critically and independently? Are the tasks in our teacher-designed programs outmoded or culturally biased? Are we letting students make decisions, or are we forcing them to engage in our content and to accept our choices? Are tests an accurate measure of learning or a means of stigmatizing and weeding out those whose intelligences we do not recognize? Are schools functioning to accommodate the preferences of the adults who work in them rather than serve the needs of the students who learn in them?