ABSTRACT
This chapter synthesizes a range of themes and material from the rest of the book, but with a focus on encouraging teachers and their educators to deeply consider the implications of these new premises for classroom management, curriculum, and instruction. The implications of that kind of coercive indoctrination are vast and go well beyond the walls of the classroom and the allegedly transient domain of childhood. There are a few steps to disrupting the frame people currently have in schools. The playfulness and creativity that happens among the children is not something teachers have much chance to partake in. More distressing is the unconsciously yet repeatedly transmitted lesson that seeking freedom is synonymous with misbehavior. More distressing is the unconsciously yet repeatedly transmitted lesson that seeking freedom is synonymous with misbehavior.
