By GENE POLICINSKI
First Amendment Center
No doubt it’s more efficient to run a school without any disruption, complaint or controversy.
But does an absence of challenges, conflicts or intellectual collisions automatically make a school better? Make teaching more effective?
Learning any more likely to occur?
James Yoakley, an 11th-grade English teacher at Lenoir City High School in eastern Tennessee, was transferred recently to Lenoir City Middle to teach eighth-grade English — in a move that