 Of course, not everything in school should be decided democratically. There are some areas in which decisions require expertise—a combination of experience and knowledge—that rules out students as decision-makers. Chief among such areas is pedagogy. Because the teachers and administrators know more about the processes of education and about their subjects, because they have firsthand and often intimate knowledge of the range and nature of abilities and problems of their students—a point emphasized by Dewey (1938, 56)—as well as the particular circumstances in which the learning takes place, they and not the students should make pedagogical decisions.