Any enthusiast of classical liberal education will be much dismayed at the current state of education in America, both in K-12 schools and our colleges and universities. In this article, the author highlights how critics of American education have neglected the issues of procedure and pedagogy--the "hows" of schooling--and he argues that a new consideration of methodological concerns related to teaching holds the most promise for changing the culture of American schools. The author calls for those opposed to the dominant trends of the schools to begin an urgently-needed discussion of how "extra"-curricular elements of the educational "process" can be utilized as forms of political resistance.