The Civilization of Illiteracy Part 17

We have seen that the broader necessity of language, from which the necessity of literacy is derived, is not defensible outside the process of human self-const.i.tution. Language plays an important role, together with other sign systems, subordinated to language or not. In retrospect, we gain an understanding of the entire process: natural instincts are transmitted genetically and only slightly improve, if degeneration does not occur, in the interaction among individuals sharing a habitat. The conscious use of signs takes newborns from the domain of nature and eventually places them in the realm of culture. In this realm, life ceases to be a matter of biology only, and takes on non-natural, social and cultural dimensions. To live as an animal is to live for oneself and for very few others (mainly offspring). To live as a human being is to live through the existence of others, and in relation to others. Established before us and bound to continue after us, culture absorbs newcomers who not only begin their existence through their parents, but who also get to know culture and to adapt to it, or revolt against it.

Education starts with the experience of the absent, the non-immediate, the successive. In other words, it implies experiences resulting from comparisons, imitation of actions, and formation of individual patterns corresponding to human biological characteristics. Only much later comes the use of language, of adjectives, adverbs, and the generation of conventions and metaphors, some part of the body of literacy, others part of other languages, such as the visual. With the const.i.tution of the family, education begins, and so does another phase in labor division. The initial phase probably marked the transition from a very small scale of nomadic tribal life to the scale within which language settled in notation and eventually in writing. The generality of sequences, words, phonetics, nouns, and actions was reached in the practical experience of writing. The language of drawings, resulting from different experiences and supporting the making of objects, complemented the development of writing. When the scale of humankind corresponding to incipient literacy was reached, literacy became the instrument for imparting experiences coherent with the experience of language and its use. This account is inserted here as a summary for those who, although claiming historic awareness, show no real instinct for history.

This summary says that education is the result of many changes in the condition of humankind and makes clear that these alterations continue. They also entail a responsibility to improve the experience of education and re-establish its connection to the broader framework of human activity, instead of limiting education to the requirements of cultural continuity.

It has been said, again and again, that what we are we had to learn to become. Actually, we are who and what we are through what we do in the context of our individual and social existence. To speak, write, and read means to understand what we say, what we write, and what we read. It is not only the mechanical reproduction of words or sound patterns, which machines can also be programmed to perform. The expectation of speaking, reading, and writing is manifested in all human interactions. To learn how to speak, write, and read means both to gain skills and to become aware of the pragmatic context of interhuman relations that involve speaking, writing, and reading. It also means awareness of the possibility to change this context.

To educate today means to integrate others, and in the process oneself, in an activity-oriented process directed towards sharing the knowledge necessary to gain further knowledge. Its content cannot be knowledge in general, since the varieties of practical experiences cannot be emulated in school and college.

Within the pragmatic framework that made literacy possible, it sufficed to know how an engine functioned in order to work with different machines driven by engines. Literacy reflected h.o.m.ogeneity and served those const.i.tuted as literate in controlling the parameters within which deviations were allowed. The post-industrial experience, based on an underlying digital structure, is so heterogeneous that it is impossible to cope with the many different instances of practical requirements. The skills to orient us towards where to find what we need become more important than the information shared.

Owners.h.i.+p of knowledge takes a back seat; what counts is access, paralleled by a good understanding of the new nature of human praxis focused on cognition. Education should, accordingly, prepare people to handle information, or to direct it to information processing devices. It has to help students develop a propensity for understanding and explaining the variety in which cognition, the raw material of digital engines, results from our experiences.

The unity between the various paths we conceive in projecting our own biological reality into the reality of the world housing us and the result of our activity is characteristic of our mental and emotional condition. It defines our thinking and feeling. At some moment in time, after the division between physical and intellectual work took place, this thinking became relatively free of the result. The abstraction of thinking, once attained, corresponds to our ability to be in the process, to be aware of it, to judge it. This is the level of theories. The dynamics of the present affects the status of theories, both the way we shape them and how we communicate them. At least in regard to the communication of theory, but also to some of its generation, it is worthwhile to examine, in the context of our concern with education in this age, the evolution of the university.

Temples of knowledge

Education became the inst.i.tution, the machine of literacy, once the social role of a generalized instrument of communication and coordination was established. This happened simultaneously with the reification of many other forms of human praxis: religion, the judiciary, the military. The first Western universities embodied the elitist ideal of literacy in every possible way: exclusivity, philosophy of education, architecture, goals, curriculum, body of professors, body of students, relation to the outside world, religious status. These universities did not care for the crafts, and did not acknowledge apprentices.h.i.+p. The university, more than schools (in their various forms), extended its influence beyond its walls to a.s.sume a leading role in the spiritual lives of the population, while still maintaining an aura about itself. This was not just because of the religious foundation of universities. The university housed important intellectual doc.u.ments containing theories of science and humanities, and encompa.s.sing educational concepts. These doc.u.ments emphasized the role of a universal education (not only as a reflex of the Church's catholic drive) in which fundamental components constructed a temple of knowledge from which theories were dispensed throughout the Western world. Through its concept and affirmed values, the university was intended as a model for society and as an important partic.i.p.ant in its dynamics.

Tradition, languages (opening direct access to the world of cla.s.sic philosophy and literature), and the arts were understood in their unity. Engineering and anything practical played no part in this.

Compared to the current situation, those first universities were ahead of their time almost to the effect of losing contact with reality. They existed in a world of advanced ideas, of idealized social and moral values, of scientific innovation celebrated in their metaphysical abstraction. There is no need to transcribe the history of education here. We are mainly interested in the dynamics of education up to the turn of the century, and would like to situate it in the discussion caused by the apparent, or actual, failure of education to accomplish its goals today. When universities were founded, access to education was very limited.

This makes comparison to the current situation in universities almost irrelevant. It explains, however, why some people question the presence of students who would not have been accepted in a college a century ago, even 50 years ago. Yes, the university is the bearer of prejudices as well as values.

The relevance of historic background is provided by the understanding of the formative power of language, of its capacity for storing ideas and ideals a.s.sociated with permanency, and for disseminating the doctrine of permanency and authority, making it part of the social texture. Religion insinuated itself into the sciences and humanities, and a.s.sumed the powerful role of a.s.signing meaning to various discoveries and theories. Education in such universities was for eternity, according to a model that placed humanity in the center of the universe and declared it exemplary because it originated from the Supreme power. The university established continuity through its entire program, and did so on the foundation of literacy. As an organization, it adopted a structure more favorable to integration and less to differentiation. It const.i.tuted a counter-power, a critical instrument, and a framework for intellectual practice. Although many a.s.sociate the formula "Knowledge is power" with the ideology of the political left, it actually originated in the medieval university, and within conservative power relations for which literacy const.i.tuted the underlying structure.

Looking at the development of the medieval university, one can say that it was the embodiment of the reification of language, of the Greek logos and of the Roman ratio. The entire history of reifying the past was summarized in the university and projected as a model for the future. Alternative ways of thinking and communicating were excluded, or made to fit the language mold and submit, without exception, to the dominating rationality.

Based on these premises, the university evolved into an inst.i.tution of methodical doubt. It became an intellectual machine for generating and experimenting with successive alternative explanations of the universe, as a whole, and of its parts, considered similar in some way to the whole they const.i.tuted.

The circ.u.mstances leading to the separation of intellectual and educational tasks were generated by an interplay of factors. The printing press is one of them. The metaphors of the university also played an important role. But the defining element was practical expectations. As people eventually learned, they could not build machines only by knowing Latin or Greek, or by reciting litanies, but by knowing mathematics and mechanics.

Some of this knowledge came from Greek and Latin texts preserved by Moslem scholars from the desolation following the fall of the Roman empire. People also had to know how to express their goals, and communicate a plan to those who would transform it into roads, bridges, buildings, and much more. Humans could not rely on Aristotle's explanation of the world in order to find new forms of energy. More physics, chemistry, biology, and geology became necessary. Access to such domains was still primarily through literacy, although each of these areas of interest started developing its own language. Machines were conceived and built as metaphors of the human being. They embodied an animistic view, while actually answering needs and expectations corresponding to a scale of human existence beyond that of animistic practical experiences.

Industrial experience, a school of a new pragmatic framework, would impart awareness of creativity and productivity, as well as a new sense of confidence. Work became less and less h.o.m.ogeneous, as did social life. Once the potential of literacy reached its limits of explaining everything and const.i.tuting the only medium for new theories, universities started lagging behind the development of human practice. What separates Galileo Galilei's physics from the Newtonian is less drastic than what separates both from Einstein's relativity theory, and all three of these from the rapidly unfolding physics of the cosmos. In the latter, a different scale and scope must be accounted for, and a totally new way of formulating problems must be developed.

Humans project upon the world cognitive explanatory models for which past instruments of knowledge are not adequate. The same applies to theories in biology, chemistry, and more and more to sociology, economics, and the decision sciences. It is worth noting that scale, and complexity therein, thus const.i.tutes a rather encompa.s.sing criterion, one that finally affects the theory and practice of education.

Coherence and connection

Education has stubbornly defended its turf. While it fell well behind the expectations of those in need of support for finding their place in the current pragmatic context, a new paradigm of scientific and humanistic investigation was acknowledged- computation. Together with experimental and theoretical science, computation stimulated levels at which the twin concerns for intellectual coherence and for the ability to establish connections outside the field of study could be satisfied.

Computation made it into the educational system without becoming one of education's underlying structures. The late-in-coming Technology Literacy Challenge that will provide two billion dollars by the year 2001 acknowledges this situation, though it fails to address it properly. In other countries, the situation is not much better. Bureaucracies based on rules of functioning pertinent to past pragmatics are not capable of even understanding the magnitude of change, in which their reason for being disappears.

In some colleges and private high schools, students can already access the computer network from terminals in their dormitories.

Still, in the majority, computing time is limited, and a.s.signed for specific cla.s.s work, mainly word processing. Too many educational outlets have only administrative computers for keeping track of budget execution and enrollment. In most European countries the situation is even worse. And as far as the poor countries of the world are concerned, one can only hope that the disparity will not deepen. If this were the case with electricity, we would hear an uproar. Computing should become as pervasive as electricity.

This view is not necessarily unanimously accepted. Arguments about whether education needs to be computerized or whether computers should be integrated across the board go on and on among educators and administrators with a say in the matter. It should be noticed that failure to provide the appropriate context for teaching, learning, and research affects the condition of universities all over the world. These universities cease to contribute new knowledge. They become instead the darkroom for pictures taken elsewhere, by people other than their professors, researchers, and graduate students. Such inst.i.tutions fathom a relatively good understanding of the past, but a disputable notion of the present and the future, mainly because they are hostages to literacy-based structures of thought and activity, even when they use computers.

To function within a language means to share in the experiences which are built into it. Natural language has a built-in experience of s.p.a.ce and time; programming languages contain experiences of logical inference or of object-oriented functioning of the world. These experiences represent its pre-understanding frame of reference. Knowledge built into our so-called natural languages was for a long time common to all human beings. It resulted in communities sharing, through language, the practical experiences through which the community members const.i.tuted themselves in s.p.a.ce and time. The continuity of language and its permanence reflected continuity of experience and permanence of understanding. Within such a pragmatic framework, education and the sharing of experience were minimally differentiated from each other. Progressively, language experience was added to practical experience and used to differentiate such an experience in new forms of praxis: theoretic work, engineering, art, social activism, political programs. Diversity, incipient segmentation, higher speeds, and incremental mediations affected the condition of self-const.i.tutive human experiences. Consequently, literacy progressively ceased to represent the optimal medium for sharing, although it maintains many other functions. Indeed, plans for a new building, for a bridge, for engines, for many artifacts cannot be expressed in literate discourse, no matter how high the level, or how well literate competency is served by education or impacts upon it.

Accelerated dynamics and a generalized practice of mediations, by means not based on literacy, become part of human praxis in the civilization of illiteracy and define a new underlying structure. Language preserves a limited function. It is paralleled by many other sign systems, some extremely well adapted to rationalization and automation, and becomes itself subject to integration in machines adept at sign processing (in particular information processing). The process can be exemplified by a limited a.n.a.logy: In order to explore in depth the experience embodied in Homer's texts, one needs a knowledge of ancient Greek. In order to study the legal texts of the Roman Empire, one needs Latin, and probably more. But in order to understand algebra-the word comes from the Arabic al-jabr/jebr, meaning union of broken parts-one really does not need to be fluent in Arabic.

Literacy embodies a far less significant part of the current human practical experience of self-const.i.tution than it did in the past. Still, literacy-based education a.s.serts its own condition on everything: learning what is already known is a prerequisite to discovering the unknown. In examining the amount and kind of knowledge one needs to understand past experience and to make possible further forms of human praxis, we can be surprised. The first surprise is that we undergo a major s.h.i.+ft, from forms of work and thinking fundamentally based on past experience to realms of human const.i.tution that do not repeat the past. Rather, such new experiences negate it altogether, making it relatively irrelevant. Freed from the past, people notice that sometimes the known, expressed in texts, obliterates a better understanding of the present by introducing a pre-understanding of the future that prevents new and effective human practical experiences. The second surprise comes from the realization that means other than those based on literacy better support the current stage of our continuous self- const.i.tution, and that these new means have a different underlying structure.

Searle, among many others, remarked that, "Like it or not, the natural sciences are perhaps our greatest single intellectual achievement as human beings, and any education that neglects this fact is to that extent defective." What is not clearly stated is the fact that sciences emerged as such achievements once the ancillary relation to language and literacy was overcome. Mathematization of science and engineering, the focus on computational knowledge, the need to address design aspects of human activity (within sociology, business, law, medicine, etc.), all belong to alternative modes of explanation that make literate speculation less and less effective. They also opened new horizons for hypotheses in astronomy, genetics, anthropology.

Cognitive skills are required in the new pragmatic context together with meta-cognitive skills: how to control one's own learning, for example, in a world of change, variety, distributed effort, mediated work, interconnection, and heterogeneity.

We do not yet know how to express and quantify the need for education, how to select the means and criteria for evaluating performance. If the objective is only to generate att.i.tudes of respect for tradition and to impart good manners and some form of judgment, then the result is the emulation of what we think the past celebrated in a person. In the USA, the bill for education, paid by parents, students, and private and public sources, is well over 370 billion dollars a year. In the national budget alone, 18 different categories of grants-programs for building basic and advanced skills in 50,000 schools, programs for Safe and Drug-free schools, programs for acquiring advanced technology, scholars.h.i.+ps, and support for loans-quantify the Federal part of the sum. State and local agencies have their own budgets allowing for $5,000 to $12,000 per student. If a cla.s.s of 25 students is supported by $250,000 of funding, something in the equation of financing education does not add up. The return on investment is miserable by all accounts. Knowing that close to one million students drop out each year-and the number is growing-at various stages of their education, and that to reclaim them would cost additional money, we add another detail to the picture of a failure that is no longer admissible. In other countries, the cost per person is different. In a number of countries (France, Germany, Italy, some countries in Eastern Europe), students attend school years beyond what is considered normal in the USA. Germany discusses, forever it seems, the need to cut schooling. Are 12 or 13 years of schooling sufficient? How long should the state support a student in the university? With the reunification of the country, new needs had to be addressed: qualified teachers, adequate facilities, financing. j.a.pan, while maintaining a 12-grade system, requires more days of schooling (230 per year compared to 212 in Germany and 180 in the USA). France, which regulates even pre-school, maintains 15 years of education.

Still, 40% of French students commit errors in using their language. When, almost 360 years ago, Richelieu introduced (unthinkable for the American mentality) the Acadmie Franaise as the guardian of the language, little did he know that a time would come when language, French or any other, would no longer dominate people's life and work, and would not, despite money invested and time spent to teach, make all who study literate.

The new pragmatic context requires an education that results in abilities to distinguish patterns in a world of extreme dynamism, to question, to cope with complexity as it affects one's practical existence, and with a continuum of values.

Students know from their own experience that there is no intrinsic determination to the eternity and universality of language-and this is probably the first shock one faces when noticing how large illiterate populations function and prosper in modern society. The economy absorbed the majority of the dropout population. The almost 50% of the American population considered functionally illiterate partakes, in its majority, in the high standard of living of the country. In other countries, while the numbers are different, the general tenor is the same. Well versed in the literacy of consumption, these people perform exactly the function expected: keep the economic engine turning.

Plenty of questions

Industrial society, as a precursor to our pragmatic framework, needed literacy in order to get the most out of machines, and to preserve the physical and intellectual capability of the human operator. It invested in education because the return was high enough to justify it. A qualified worker, a qualified physician, chemist, lawyer, and businessman represented a necessity for the harmonious functioning of industrial society. One needed to know how to operate one machine. Chances were that the machine would outlast the operator. One needed to study a relatively stable body of knowledge (laws, medical prescriptions, chemical formulas). Chances were that one and the same book would serve father, son, even grandson. And what could not be disseminated through literacy was taught by example, through the apprentices.h.i.+p system, from which engineering profited a lot.

What education generated were literate people, and members of a society prepared for relations without which machines made little or no sense at all. The more complex such relations, the longer the time needed for education, and the higher the qualifications required from those working as educators.

Education ensured the transmission of knowledge, filling empty containers sent by parents, from settled families, as incoming students to schools and colleges. Industrial society simultaneously generated the products and the increased need for them. Some would argue that all this is not so simple.

Industrialists did not need educated workers. That is why they transferred a lot of work to children and women. Reformists (probably influenced by religious humanism) insisted on taking children out of the factories. Children were taught to read in order to uplift their souls (as the claim went). Finally, laws were enacted that forbade child labor. As this happened, industry got what it needed: a relatively educated cla.s.s of workers and higher levels of productivity from employment that used the education provided. Under the right pragmatic conditions, an educated worker proved to be a good investment.

Alan Bloom detailed many of the motives that animated industrial philanthropists in supporting education. I beg to differ and return to the argument that industrial society, in order to use the potential of machine production, had to generate the need for what it produced. Indeed, the first products are the workers themselves, projecting into machine-based praxis their physical attributes, but foremostly skills such as comprehension, interaction, coordination. All these attributes belong to the structural condition of literacy.

Industrial products resulting from qualitatively new forms of human self- const.i.tution were of accidental or no interest to illiterates. What would an illiterate do with products, such as new typewriters, books, more sophisticated household appliances?

How would an illiterate interact with them in order to get the most out of each artifact? And how could coordination with others using such new products take place? We know that things were not exactly divided along such clear-cut borders.

Illiterate parents had literate children who provided the necessary knowledge. The trickle-down effect was probably part of the broader strategy. But all in all, the philanthropists'

support of education was an investment in the optimal functioning of a society whose scale necessitated levels high enough for efficient work. Education was connected to philanthropy, and it still is, as a form of wealth distribution. But it is not love for the neighbor that makes philanthropists' support of education necessary, rather the sheer advantage resulting from money given, estate or machines donated, chairs endowed. Cynical or not, this view results from the perception one experiences when noticing how generosity, well supported by public money, ends up as a self-serving gesture: donations that resulted in buildings, scholars.h.i.+ps, endowments, and gifts named after the benefactor.

The obsession with permanence-some live it as an obsession with eternity, others as a therapeutic ego ma.s.sage-is but one of the overhead costs a.s.sociated with literacy.

Lines from the Prologue to the Canterbury Tales come to mind: "Now isn't it a marvel of G.o.d's grace/that an illiterate fellow can outpace/the wisdom of a heap of learned men?" How a manciple (probably equivalent to a Residence Life Administrator and Cafeteria Head combined) would perform today is worth another tale. Education, as a product of the civilization of literacy, has problems understanding that literacy corresponds to a development in which written language was the medium for the spoken. Nevertheless, it did learn that today we can store the spoken in non-written form, sometimes more efficiently, and without the heavy investment required to maintain literacy. As an industry, with the special status of a not-for-profit organization, education in the USA competes in the market for its share, and for high returns. Endowments qualify many universities as large businesses that are buffered from the reality of economics.

With or without the aid of philanthropy, learning has to free itself from its subordination to literacy and restrictive literate structures, as it previously freed itself from its subordination to the church, in whose bosom it was nurtured.

Obviously, if this new awareness manifests itself only in mailing out videotapes instead of printed college catalogues, then we may ask whether it is educators, or only marketers, who understand the current dynamics. The same should be asked when some professors put their courses on tape, in the belief that canned knowledge is easier for the student to absorb. On-line cla.s.ses break with the mold, but they are not yet the answer, at least as long as they do not belong to a broader vision reflected in different priorities and appropriate content.

There is nothing intrinsically bad about involving media in education, but the problem is not the medium for storage and delivery. Media labs that are covered by dust because they convey the same useless information as the cla.s.ses they were supposed to enhance only prove that a fundamental change is necessary. Fundamental, for instance, is the skewed notion that knowledge is transferred from professors-who know more-to students-who know less. Actually, we face a reality never before experienced: students know more than their teachers, in some disciplines. In addition, knowledge still appropriate to a subject a short time ago-call it history, politics, or economics, and think about cla.s.ses in Soviet and East European studies- has been rendered useless. Physics, mathematics, and chemistry underwent spectacular renewal. This created situations in which what the textbooks taught was immediately contradicted by reality.

Should education compete with the news media? Should it become an Internet address for unlimited and unstructured browsing? Should education give up any sense of foundation? Or should universities periodically refresh their genetic make-up in order to maintain contact with the most recent theories, the most recent research techniques, the most recent discoveries? These are more than enough questions for a pen still writing one word at a time, or for a mouth answering questions as they pile up.

Without posing these questions-to which some answers will be attempted at the conclusion of this book-no solution can be expected. The willingness of educators and everyone affected by education to formulate them, and many more, would bear witness to a concern that cannot be addressed by some miraculous, all-encompa.s.sing formula. The good news is that in many parts of the world this is happening. Finally!

The equation of a compromise

As the scale of humankind changed, and the efficiency of human practical experience corresponding to the scale ascertained itself as the new rationality, the practical experience of self-const.i.tution had to adjust to new circ.u.mstances of existence and activity. There is no magic borderline. But there is a definite discontinuity between what const.i.tuted the relatively stable underlying structure of literacy and what const.i.tutes the fast-changing underlying structure of the pragmatic framework.

Because in our own self-const.i.tution literacy is only one among many media for achieving the efficiency that the new scale requires, we come to realize, even if public discourse does not exactly reflect it, that we cannot afford literacy the way we have until now. And even if we could, we should not. People recognize, even if only reluctantly, that the literacy machine, for some reason still called education, endows the new generation with a skill of limited significance. The resulting perspective is continuously contradicted by the ever new and ever renewing human experiences through which we become who we are. Education based on the paradigm of literacy is, as we have seen, a luxury which a society, rich or poor, cannot afford. Conditions of human life and praxis require, instead of a skill and perspective for the whole of life, a series. Skill and perspective need to be understood together. Their application will probably be limited in time, and not necessarily directly connected to those succeeding them.

n.o.body seriously disputes the relevance of studying language, but very few see language and language-based disciplines as the prerequisite for the less than life-long series of different jobs students of today will have. Although colleges maintain a core curriculum that preserves the role of language and the humanities, the s.h.i.+ft towards the languages of mathematics-a discipline that has diversified spectacularly-and of visual representation is so obvious that one can only wonder why the voices of mathematicians are not heard over those of the Modern Language a.s.sociation. Mathematics prepares for fields from technical to managerial, from scientific to philosophic, and from design to legal. The realization that calculus is first of all a language, and that the goal of education is fluency in it, corresponds to an awareness that musicians had for the longest time with respect to musical scores, but the champions of literacy always refused to accept. The same holds true for the disciplines of visualization: drawing, computer graphics, design. In today's education, the visual needs to be studied at least as much as language-dependent subjects.

Against the background of deeper changes, education is focusing on its on redefinition. The major change is from a container model of education-the child being the empty container who needs to be filled with language, history, math, and not much more-to a heuristic education. Our pragmatics is one of process, as the pragmatics of education finally should be. Education needs to be conducive to interaction and to the formation of criteria for choices from among many options. But change does not come easily. Still using the impertinence of literacy, some educators call the container model "teaching students to think." They do not realize that students think whether we teach them to or not!

Students of all ages are aware of change, and familiar with modes of interaction, among themselves and with technology, closer to their condition than to that of their teachers. The majority of the new businesses on the Internet are instigated by students and supported by their inventiveness and dedication. They have became agents of change in spite of all the shortcomings of education. And students have become educators themselves, offering environments for conveying their own experience.

To be a child

No one can declare better ways of teaching without considering the real child. In a world of choice and free movement, children are more likely to come from families that will consist of a single parent. Many children will come from environments where discrimination, poverty, prejudice, and violence have an overpowering influence. Such an environment is significant for a society dedicated to democratic ideals. We have to face the fact that childrearing and education are being transferred from family to inst.i.tutions meant to produce the educated person. With the best of motives, society has created factories for processing children. These socio-educational ent.i.ties are accepted quite obligingly by the majority of the people freed from a responsibility affecting their own lives. "Everything will be fine, as long as the education of the new generation basically repeats the education of the parents," sums up the expectations regarding these inst.i.tutions.

Although we know that, generally speaking, cycles (of production, design, and evaluation) are getting shorter, we maintain children in education well past the time they even fit in cla.s.sroom chairs. One needs to see those adults forced to be students, full of energy, frustrated that their patience, not their creative potential, is put to the test. Dropping out of high school or college is not indicative of a student's immaturity. Society's tendency to decide what is best for the next generation has determined that only one type of education will ensure productive adults. Society refuses to consider humans in the variety of their potential. From the Projection of Education Statistics to the Year 2006, we learn that the total private and public elementary and secondary school enrollment in the USA will increase from 49.8 million in 1994 to 54.6 million.

Of the 49.8 million in 1994, only 2.5 million graduated high school, and by the year 2006 the number will not exceed 3 million. Students themselves seem to be more aware of the excessively long cycle of education than do the experts who define its methods, contents, and goals. This creates a basis for conflict that no one should underestimate.