At that time, teachers should be given an opportunity to fill out «preference sheets» indicating three
preferences in order of priority... in the case of special education teachers, the age range of special education classes and education program designation (e.g. staffing ratio, collaborative team teaching, special education teacher support services, etc.) with the understanding that, where advisable and possible, such preferences will be honored.
Here, and
in other egalitarian literature, principle is given
priority over application; admonition is given
preference over description.34 What is dangerous
in such a procedure, though it admittedly works
in many cases, is the implied epistemological claim that objective, impersonal statements are
of a somehow higher
order of trustworthiness than the more personal and relational aspects
of Scripture.