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Everywhere I travel in my work in teacher education, serious questions arise about how to motivate children to learn and inspire them to treat each other with respect, regard, and dignity. Increasingly, these questions reveal helplessness and near desperation on the part of adults stymied in their contact with children. Whether wealthy, of moderate means, or disadvantaged, it seems we have somehow become bewildered, even afraid, when our children exhibit uneven or inadequate effort and motivation as they present themselves for schooling. What is most worrisome is that we seem to have reached for the most disparate and desperate of solutions, making any national approach to solving the problem nearly out of reach.