It seem that you could reasonably add some other areas of children's development to the debate as well. The two that come most quickly to mind are spiritual and physical development. Both western and eastern philosophies have viewed "man" as a triune of mind, body, and spirit. In order for a person to be "whole" she must seek to develop each of these areas to the extent allowed by her genetics and circumstances. Physical education is addressed in U.S. schools, but frequently as an accessory, not as an integral part of education. We approach spiritual education in the public schools in the United States only with great trepidation, yet it is a common part of instruction in some countries and in some private schools in this country. I do not necessarily mean religious development when I refer to "spirit," though that may be a part of it. I refer more to the development of what the Chinese refer to as "chi." -S.H.

Collin Responds:
Steve, I quite agree with you that it is the spiritual development of children that has appeared lacking in much of our recent debate surrounding school reform. For me the spirit of a child goes much beyond the boundaries of traditional religion,and is very sensitive to notions emanating from eastern philosophy, and non-European rational consciousness. There are many acres of communal territory in the major spiritual disciplines that could influence our schooling, territory that would not offend nor marginalise students' own spiritual and cultural backgrounds.