Therefore, a more elaborate case needs to be made regarding the forms of tyranny exercised and the ways for their counteracting. I often wondered whether these two are not in fact in a conflicting relationship. I suspect that instructors at small private schools already do this heuristically, although I have no evidence to support my assertion. In the large, however, it seems, that the set of motivators consists of an infinite combination of mental states, suggesting that by the time we discover what motivates one student, she will have graduated. While on-line discussions etc do provide a different mode of exchange, we may need a stronger principle for structuring our learning spaces.
Emotions are powerful clues as to what one is most ready to learn next in life.
It would be worthwhile to reflect on how such a dialogic process could be made possible without the dialogue itself functioning as a discourse of closure. Our cultural blinders are surely a problem which reveals itself at the level of institutional interests or personal biases. A positive sense of belonging seems possible to develop in individuals only if they are given the power to act on the environments of which they are a part. You are indeed a rightful member of a community if you have the right to act as its rightful member. The sense of empowerment that I talked about was a sense which emerges from a realisation that one is able to do things.