ABSTRACT
Mass schooling is characterised by a split referentiality in which humanistic education stands for the infinite re/production of schooled workers. The introduction of post-Fordist forms of schooling, allied with current presses for efficiency and effectiveness, is seen as allowing for a more thorough-going commodification of knowledge and workers. Arguably, it is also consonant with the growing influence of corporatism on public education. Here is not an anti-humanism which is aware of its binary formulation with humanism, but a post-humanism.1
