ABSTRACT
The rigidity of the set curriculum demands that autonomy and decision-making be turned over to the authority of the teacher. Teaching replaces self-discovery; hatred of school replaces love of learning. The school supplants the environment of pre-school play – which the child can manipulate and affect – with a setting he can no longer control. Each is derived from some appropriate new technological-institutional relationship or capacity. This is particularly true in relation to the incorporation of an environmental imperative into technological inventions and its adoption through environmental management procedures. Marginal innovation and its consequent reinforcement of interests is a frequent occurrence – a matter of small-scale adjustment to the existing technology or organization of the system. Marginal innovation and reinforcement of interests can also result from the application of advanced technology. The needs of children in such areas are different from those of children in older, single-family dwelling areas.
