Through Linda Byers' invitation, Sue joined a group of parents and teachers from other schools who met regularly to explore their personal development through dialogue, study, and shared social experiences. They, too, were awakening to the principles of democratic living in and out of the classroom. They needed each other to offer support and challenge as they wrote their own personal stories. With them, Sue found kindred spirits with whom she questioned her practice, reflected on the difficult issues, and dialogued around problems in need of solution. Though Sue had a tacit understanding of what democratic living would mean for her and her students, engaging in critical self-discovery with her new professional friends helped her to reach a deeper level of self-awareness and to refine her philosophies of living and learning. Sue was developing into the kind of teacher she had hoped she would be, one who was filled with joy, passion, and wonder. And one whose students would remember as a loving, caring, yet challenging teacher.
INTRODUCTION

In recent months, our country has been shocked and saddened by horrible stories of children killing children in our schools. Probably every professional or armchair psychologist has attempted to understand this wave of violence. Issues of social violence, parental neglect, lack of self-discipline, the crumpled family structure, and the absence of God in the schools are just a few of the arguments that have surfaced to try to explain this sadness. Though different interest groups have voiced their preferred arguments, most of us can agree that somehow the needs of the human heart are not being satisfied in our schools today. Students and teachers cohabitate within "mega" schools sometimes composed of thousands of disconnected people. Teachers do not know their own colleagues, and students are disengaged and disenfranchised from adults and other students. Life in schools seems to be more about efficient use of time, space, and knowledge and less about nurturing individual spirits in need of love and understanding.
As current or future teachers, you share a responsibility with us to change those conditions. We believe that it is possible to bring human connectedness, caring, and compassion to a classroom. We believe that this must begin with each of us,