ABSTRACT
This chapter analyzes and theorizes the phenomena toward offering an alternative vision for K-12 education in the next chapters. Using both sociological and philosophical frameworks, it explains the perceived role and place of K–12 education in society. The chapter introduces the notion of 'members' and show that the dominant forces see students as potential future members. To explain the place and role K–12 education is forced to occupy in today's society, the chapter offers a theory for the instrumental approach through a systemic model according to which education serves the next subsystems in the societal line. It addresses arguments for promoting versions of the good life in schools, by using literature on school choice. Many scholars make general observations that imply the instrumental approach, whether with limited reference to K–12 education or with reference to education in general.
