In this issue, we mean to address two vague but important questions: what are the constraints on and possibilities for progressive teaching and learning now? And what choices will progressives in our line of work face in the future?

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BACK IN 1722, when Benjamin Franklin was a somewhat naughty young man still living in Boston, Franklin wrote a series of satirical letters to the New England Courant under the pen name Silence Dogood. In one of these letters, he made fun of

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States are facing the worst financial crisis since the Great Depression. Yet, despite these deficiencies in funds, state governors must assure their constituents that dangerous criminals will still be arrested, adjudicated and imprisoned.

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For quite some time, sociologists have been interested in looking at the relationship between religious involvement and human behavior. An early attempt at this line of research can be found in Weber's work on the Protestant Ethic and the Spirit of Capitalism (Weber 1958).

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For most executives in private industry, help is only a phone call away. Faced with decisions and needing counsel or expertise, they have but to pick up the phone and dial for direction from the host of services providing the just-in-time expertise that is now a standard feature of their industries. Their counterparts in higher education are not so lucky. There are few places campus leaders can turn to for practical help--at the very time when they need it most. As they battle

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