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Abstract
Factors influencing the teacher-student relationship include student acceptance of experience as proof, questioning traditional wisdom and curriculum structure, redefinition of teacher authority, recognition of the relative state of our knowledge, demands for individual rights, and insistence on involvement in curriculum structuring and the teaching-learning process.
Useful changes toward a more egalitarian teacher-student relationship also are discussed, including elimination of the traditional academic caste system, increased faculty encouragement of student autonomy, reconstruction of fieldwork experiences, increased student involvement in school administration, individual instruction based on contract, provision for students to experience teacher roles, and development of an experimental curriculum.