This book (first published as Silence Is Complicity ) began life at an Antioch University Waldorf program for educators to introduce students to action research, a philosophy and methodology for transformative change through the process of taking action and doing research. This revised and expanded edition focuses on research and the inner life, indigenous research methods, and much more--all to empower teachers and support their enthusiasm for learning and developing new curricula. Teacher research goes beyond personal understanding to a level of documented inquiry that holds up to public scrutiny while also challenging misguided funding, tests, and legislation. Teachers today are caught between "best practices" as recognized by dedicated educators and the arrogance of standardization imposed regardless of the students' unique capacities. Good teaching is interactive--watching and observing the children leads to innovative lesson plans and creative group activities. Teachers must have a chance to research, share their findings, and advocate for change. The author makes the case that the time is right for educational renewal: "Research is not just about out-comes and school reform. This is an opportunity for awakening, for inner development.

In this regard, there are truly no limits to knowledge--no boundaries around personal growth." This volume is a revised, expanded, and updated edition of Silence Is Complicity: A call to let teachers improve our schools through action research--not NCLB, published in 2007 by SteinerBooks.