ABSTRACT
This chapter addresses the implications of the study related to the following issues: change in independent schools; program development; and the role of affective education in independent schools. It considers the implications of the study as related to the following topics: the nature of change in independent schools; the development of programs and policies; and the role of affective education. S. B. Sarason argues that schools unconsciously support a myriad of "programmatic regularities"—programs that seem to exist without any strong or compelling educational rationale. The "existing regularities" in independent schools that impinge on community service programs are academic courses and athletic teams. Berger's points are relevant to independent schools. Independent schools are structured in such a way that students must compete against one another in the classroom, on the athletic field, and in the college counselor's office.
