This piece calls for an experiment in response to the following questions: In what ways might education professors engage in furthering their public engagement as part of democratic aspirations? How might we measure the quality and quantity of such and its enhancement of intellectual life at the intersections of the academy and beyond? If, however defined, we are failing in our public service, and if this should be of concern, and if we are in part doing it to ourselves, then experimenting with how it might be otherwise seems like the scholarly thing to do.
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