In this article, John Willinsky calls on educational researchers to consider participating in scholarly publishing experiments that leverage information technologies. Willinsky argues that publishing systems that provide greater public access to educational research are likely to help us to better understand and extend Dewey's democratic theory of education while promoting a more deliberative democratic state. Through this appeal, researchers can expand education's role within democracy by increasing the impact educational research has on practice and by providing an alternative perspective to the media's coverage of educational issues. The author challenges researchers to participate in this democratic experiment by thinking of their work as a way to expand global opportunities for edification and deliberation within the public sphere of this information economy.

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