The Deep Structure of Educational Thought
It has yet to be established whose capacities become yoked to cultural stock, which capacities and which items of cultural stock these are, who the agents are that yoke capacities and stock together, and by what means the yokings are accomplished. To answer these questions it is necessary to determine the extent of the educational realm. Inquiring into that area’s dimensions, I find that its boundaries place an enormous amount of learning off limits. Rejecting the deeply entrenched cultural belief system that drastically restricts the scope of educa - tion, I reclaim the broad sense of the term and redraw the boundaries of the educational realm accordingly.