This is a good question.

I'm afraid that in a world, with just about everything being commercialized (even governments), it is going to take nothing short of a hero(s) to achieve that.

Unfortunately the ones holding the cards (capital), are also the ones driving the commodification of education. As an example, just look how many research programs are funded by industry, only chasing after short term gain. It would be futile to fight this, so the option left will be to work together, perhaps just stretching the research window a bit.

What I mean to say is that if a company wants to do research in a subject for a year, with say a 3-5 year market window, to encourage the extension thereof to say 2 years of research, adding some long term research benefit to the initial goal. This will take some innovative marketing with the the person with the money, showing them the long term benefit for science, and eventually their business. 

To answer your question. The scientific method is absolutely a drive for democratic learning space. The real trick is to capitalize on industry's hunger for financial gain and advance democratic learning space at the same time.

This is a good question.

I'm afraid that in a world, with just about everything being commercialized (even governments), it is going to take nothing short of a hero(s) to achieve that.

Unfortunately the ones holding the cards (capital), are also the ones driving the commodification of education. As an example, just look how many research programs are funded by industry, only chasing after short term gain. It would be futile to fight this, so the option left will be to work together, perhaps just stretching the research window a bit.

What I mean to say is that if a company wants to do research in a subject for a year, with say a 3-5 year market window, to encourage the extension thereof to say 2 years of research, adding some long term research benefit to the initial goal. This will take some innovative marketing with the the person with the money, showing them the long term benefit for science, and eventually their business. 

To answer your question. The scientific method is absolutely a drive for democratic learning space. The real trick is to capitalize on industry's hunger for financial gain and advance democratic learning space at the same time.

Ahh! Interesting configurations: industry, financial gain and democratic learning space> Are there inherent contradictions? Will have to digest this all over and probably come back. Thanks for your insight into this. 

Learning spaces are spaces where students learn. It is a place of learning with capacity to motivate learners and promote the learning activity, support collaborative as well as formal practice. The notion also encapsulates providing personalised, inclusive, flexible environments in the face of changing needs. The space should engender active participation of all players. Views of members within the learning space should be welcome by the administrative leadership. In order to safeguard the active learning ethos of students, it is always important and advisable to actively involve everybody in a democratic manner. In fact, education and democracy are inseparable words.

In times past, democracy and education have been viewed as inseparably interconnected: democracy as a basic value and practice in education; and education in recent times has been found to strengthen and sustain democracy.

Commodification of education on the other hand makes use of the principles of the market and how managers become more and more concerned about policy and practices in education. The education market is no longer simply a matter of choice and competition between educational institutions. The market is a diffuse, expanding, and sophisticated system of goods, services, experiences and routes – publicly and privately provided. I am of the opinion that in answering the substantive question, I think in the face of the current trend in commodification of education, the drive for creating democratic learning spaces can still be realised.

The point must be made that any vision of education that takes democracy seriously cannot but be said to be incongruous with educational policies and reforms which espouse the language and the values of market forces and treat education as a commodity to be purchased and consumed. In a democracy, individuals do not only express personal preferences; they also make public and collective choices related to the common good of their society.

I feel the days for democratic- humanistic learning days are gone, as our educational institutions are highly commercialized, and teaching- learning has been reduced to mere a technical exercise of 'industrialization'.

So, where do we go from here. Perhaps it is time to start advocating fo0r a radicalised teacher edfucation curriculum which puts democratic learning space at the heart of what we do, particularly in the context of adult education. On the other hand, maybe I am just holding on to a sentimental illusion of what I hoped might be and now need to be more pragmatic in accepting that 'the good days are gone for good'

I am pretty sure there are teacher.educator preparation programs that advocate democratic learning, and also K-12 schools that do the same. Many seem to be private rather than public organizations - but perhaps that's where the candle needs to burn for awhile until our public intent moves past its current focus.

Gordon, sad to hear you say accept that the good days are gone for good. True you may need to be pragmatic but don't accept failure. True, the times are not consistent with democratic or otehr softer forms of education, but in time, as the benefits are recognised, they may again be considered. I am a mere teacher  in a system comprising thousands of teacher at the state level. I have no recognisable credibility beyond my school. 14 years ago I set out to change the system to accomodate what is now regarded as core psychological needs for motivation, against the political climate. I continued to do what i could fwithin the mandated framework, using an action research approach, trying to engage anyone I could, writing to politicians, psychologists, magazines, newspapers. I have had success at a school level but never beyond. This year, there has been a recognition by one of the major educational research organisations in Australia that the point I have been making may be important. I may not have been responsible for the change, but so many people have heard my point of view that it is conceivable that my persistence eventually paid off. When the time was right, someone with more power than I has taken the ideas on board and maybe, just maybe what I realised so many years ago, may become the new system. And maybe not, but that;s OK. I have the satisfaction of having been heard by a lot of people.

MARK,

• Sometimes we all feel overwhelmed witgh a sense of helplessness. That was my moment.