Political control has yielded a compulsory school curriculum of mindnumbing sterility, devoid of educational imagination or intelligence, and enforced by a crude technology. How did this come to be the outcome of a century of mass education, mass democracy, and social research? Where do educators and educational researchers go from here?
No takes yet. Share an insight, caveat, or question.
Barry Macdonald (1996) studied this question.
Synapse has enriched 5 related papers. Consider them for comparative context: