From John Dewey's democratic schooling crusade and George Counts's anti-capitalism
pedagogy at Columbia's Teachers College in the 1930s, and the life adjustment movement of the 1940s and 1950s, to the character
education movement of the 1980s and 1990s, the academic mission of schools has continued to
compete for attention with other mandates.
NTU would not espouse any one specific
pedagogy or vision of
education, instead promoting a culture of critical dialogue between the
competing theories of
pedagogy and
education policy covered in classes.