ABSTRACT
This chapter examines some theoretical origins and educational implications of the philosophical notion of objectivism. It reviews three options might appear to be open to teachers. The first is to move up the hierarchy away from teaching. The second is to become 'morally neutral' technicians themselves by acting as a 'resource' upon which students can draw as they work individually through material that has been compiled by others and that is, in one sense, the end point of objectivistic educational policy. The third is successfully to set up a business within school under the auspices of one of the so-called 'enterprise initiatives'. The chapter argues that a transformative curriculum theory should be located within the same theoretical framework that currently informs educational practice. It speculates first on some of the things that might be expected to happen if objectivism continues to dominate educational policy, and second on some of the likely implications of a challenge to the dominance of objectivism.
