When talk of philosophy of pedagogy comes up today, it is common to hear the names of Aristotle, Thomas Jefferson, John Dewey, or Paulo Freire, but the name of Paul Goodman, who campaigned vigorously for pedagogical reform much of his life, is seldom mentioned. In spite of neglect of his work, Goodman had much to say on pedagogical practice that is rich, poignant, and relevant today. In consequence, it is unfortunate that he is seldom read and discussed today. This essay is an attempt to fill in the gap in the scholarship. I begin by presenting an elaboration of Goodman's key insights. I then offer a critical analysis of those pedagogical insights. (Contains 15 notes.)