Person-environment (P-E) fit research embodies the assumption that attitudes, behavior, and other person-level outcomes result not from the person or environment separately but, rather, from the relationship between the two. As management researchers, we have extensively examined the implications of P-E fit for employees and organizations. However, as educators, we have yet to examine the influence of P-E fit on the effectiveness of learning and teaching in the classroom. This study empirically examines three different P-E fit approaches developed in the management literature (values congruence, personality congruence, and work environment congruence) to determine if relationships exist between learning environments and student outcomes in the classroom.In their 1997 theoretical article on effective learning systems, Lengnick-Hall and Sanders detailed a framework for the development of effective learning systems that included both individual and environmental compo-5

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This essay reconstructs the role of education -as consciousness raising, as political communication, and as a form of institutionalized schooling -in the democratic theories of three radical historical experiments: the British Chartists, the American Populist farmers, and the Industrial Workers of the World (IWW), the Wobblies. Each of these movements in their own way confronted the hierarchies of nineteenth-and early twentieth-century industrial society, providing radical democratic solutions to real historical problems. Educational practices in these movements not only constituted a means to movement building but also proved integral to the kind of democratic society they envisioned. Such movements are called prefigurative movements in that their practices are reflective of their visions. 1 Educational activities in the Chartist, Populist, and Wobbly movements continue to inform our understanding of the political role of education in a hierarchical society today. Whereas traditionally education has aimed at reifying the existing society by imparting an ideology that would provide legitimation, movement education is aimed both at understanding the hierarchy of existing structures and at envisioning more egalitarian alternatives. Hence a critical pedagogy is informed by radical democratic movements because they are prefigurative; they demonstrate an organic relationship between movement education and their democratic visions.

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