ABSTRACT
This chapter examines some activities in the project schools through pupils' eyes. It postulates that pupils' perceptions of their schooling are not necessarily immature or aberrant versions of the true reality, but represent a rational attempt to interpret their experiences in terms of structures of meaning relevant to them. The chapter provides a pupil perspective which can be considered alongside the perceptions of teachers and project staff in thinking about curriculum changes facilitated by the project. It also provides an indication as to pupils' structures of meaning and reminds teachers and others that the reality of the classroom and school which we take so much for granted may be perceived in alternative ways. The chapter suggests hypotheses for possible action by providing teachers with feed-back on current practices. Pupils' liking of some lessons may reflect no more than their enjoyable social atmosphere, rather than their quality as good learning situations.
