ABSTRACT
If the replicative and applicative uses of schooling cannot justify investment in general education, how do the associative and/ or the interpretive uses do so? Are there uses in life to which such studies are indispensable? The arguments advanced in previous chapters for the associative use are familiar enough to be obvious. Nevertheless, the associative retrieval of contents in the imagic-conceptual store, despite the laws of association, is highly indeterminate. The content of the imagic-linguistic-experiential store depends on a host of variables that accompanied their deposit in the store. Frequently, we cannot recall the circumstances of that deposit. Can general education be justified by its associative potential? There is an air of imprudent investment in depositing so much in the bank of experience when the availability for its withdrawal is so unreliable. Can schools afford it?
