This response offers cross-disciplinary pedagogical insights and conceptual considerations as a supplement to the democratic experiential history project described by Lempert (2013). The intent of the project is ambitious and worthwhile; however, without emphasis on the critical process of sense-making through discussion, reflection, and collaborative knowledge construction the project falls short of its potential impact. In the paper I offer suggestions and recommendations for practitioners who might consider enacting the project.


At the request of the author, the original version of this essay has been removed and a revised essay published on September 2, 2014.