{'fraction_non_alphanumeric': 0.028645833333333332, 'fraction_numerical': 0.009548611111111112, 'mean_word_length': 4.313364055299539, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
President’s Column: Choosing Our Future

John Dewey (1931) once wrote, "Our idea compels us . . . to seek for freedom in something which comes to be, in a certain kind of growth; in consequences, rather than in antecedents. We are free not because of what we statically are, but in as far as we are becoming different from what we have been (p. 291). He believed, as well, that freedom involves the capacity to look at things as if they could be otherwise. And it seems to me that, at this difficult point in our educational history, we need to achieve our freedom once again, to regain our power to choose. Now it is clear that our choices will be intelligent and consequential to the extent that we understand the conditions under which they arise. The conditions now existing, where education and educational research are concerned, have changed markedly since the Federal government first began to play a major role-less than two decades ago. Yet, as we work to maintain some vestige of Federal support for what we do, we are prone to look toward antecedents, to treat the events of the present moment as an aberration and those of the 1960s as the